A Fresh Take on Democratic Education: Revisiting Rancière through the Notions of Emergence and Enaction

Autor/inn/en	Bastrup-Birk, Henriette; Wildemeersch, Danny
Titel	A Fresh Take on Democratic Education: Revisiting Rancière through the Notions of Emergence and Enaction
Quelle	In: Complicity: An International Journal of Complexity and Education, 10 (2013) 1-2, S.111-129 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-5668
Schlagwörter	Democracy; Citizenship Education; Sustainability; Difficulty Level; Educational Theories; Case Studies; Equal Education; Politics of Education; Opinions; Environmental Education; Physical Environment; Marine Education; Foreign Countries; Canada; United States + Suchen Sie Ihr Suchwort? Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Nachhaltigkeit; Schwierigkeitsgrad; Educational theory; Theory of education; Bildungstheorie; Case study; Fallstudie; Case Study; Educational policy; Bildungspolitik; Lehrmeinung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Natürliche Umwelt; Ausland; Kanada; USA
Abstract	This paper aims at contributing to new ways of thinking about democratic education. We discuss how revisiting this concept may help raise fresh questions in relation to non-formal fora grappling with intricate sustainability issues that span international borders. Starting from Rancière's ideas on democracy, we first examine a conception of democratic education derived from these ideas. Next, we turn to a complexity informed notion of education as proposed by the two strands of emergence and enaction. We discuss how, in introducing additional dimensions, these strands might fruitfully complement the Rancierian conception of education. We conclude our discussion by proposing to reposition democratic education as a process of (co)-emergence afforded by a series of critical moments which, we suggest, can call forth radically novel visions for governing the commons. (As Provided).
Anmerkungen	University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. e-mail: complicity.journal@gmail.com; Web site: https://ejournals.library.ualberta.ca/index.php/complicity
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01