- Paperback: 176 pages
- Publisher: Continuum (Oct 28 2010)
- Language: English
- ISBN-10: 1441132163
- ISBN-13: 978-1441132161
- Product Dimensions: 21.6 x 13.6 x 1.4 cm
- Shipping Weight: 240 g
- Amazon Bestsellers Rank: #123,433 in Books (See Top 100 in Books)
- See Complete Table of Contents
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Product Details |
Product Description
Review
"By showing how the relationship between education and emancipation can be thought of as political, rather than psychological or sociological, Bingham and Biesta put into question many received educational ideas, for example about what 'school improvement' means and what is involved in 'inclusive pedagogy'. The book's argument and experimentations with concepts such as 'police', 'politics' and 'disagreement' vividly portray the relevance of Ranciere's thought for contemporary education practice, policy-making and philosophy." - Caroline Pellatier, Institute of Education, University of London, UK
“By showing how the relationship between education and emancipation can be thought of as political, rather than psychological or sociological, Bingham and Biesta put into question many received educational ideas, for example about what 'school improvement' means and what is involved in 'inclusive pedagogy'. The book's argument and experimentations with concepts such as 'police', 'politics' and 'disagreement' vividly portray the relevance of Ranciere's thought for contemporary education practice, policy-making and philosophy.” – Caroline Pellatier, Institute of Education, University of London, UK
“By showing how the relationship between education and emancipation can be thought of as political, rather than psychological or sociological, Bingham and Biesta put into question many received educational ideas, for example about what 'school improvement' means and what is involved in 'inclusive pedagogy'. The book's argument and experimentations with concepts such as 'police', 'politics' and 'disagreement' vividly portray the relevance of Ranciere's thought for contemporary education practice, policy-making and philosophy.” – Caroline Pellatier, Institute of Education, University of London, UK
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