Defining the Political Ontology of the Classroom: Toward a Multitudinous Education

Autor/in	Lewis, Tyson
Titel	Defining the Political Ontology of the Classroom: Toward a Multitudinous Education
Quelle	In: Teaching Education, 19 (2008) 4, S.249-260 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Stellungnahme; Educational Theories; Educational Philosophy; Democracy; Educational Environment; Group Dynamics; Politics of Education; Self Determination; Progressive Education; Social Structure; Social Theories + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Demokratie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gruppendynamik; Educational policy; Bildungspolitik; Selbstbestimmung; Reformpädagogik; Progressive Erziehung; Sozialstruktur; Gesellschaftstheorie
Abstract	This paper is driven by a simple question: what type of collective space is a classroom and how can it be imagined differently? Drawing on the social topography provided by Hardt and Negri, I suggest that schools have traditionally worked to produce either (a) a people; (b) a crowd; or (c) the masses. The problem with these forms of social collectivity is that they each tend to limit radical movements for democracy. Opposed to a people, a crowd, or the masses, I suggest that classroom collectivity be reconceptualized in terms of the multitude. It is by configuring the dynamic space of the classroom in relation to a theory of the multitude that educational democracy can be achieved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10