Populism, Democracy and a Pedagogy of Renewal

Autor/inn/en	Petrie, Margaret; McGregor, Callum; Crowther, Jim
Titel	Populism, Democracy and a Pedagogy of Renewal
Quelle	In: International Journal of Lifelong Education, 38 (2019) 5, S.488-502 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2019.1617798
Schlagwörter	Political Attitudes; Democracy; Criticism; Correlation; Educational Practices; Adult Education; Adult Educators; Educational Theories; Vignettes; Foreign Countries; Neoliberalism; Critical Theory; Lifelong Learning; Teaching Methods; Europe + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; Demokratie; Kritik; Korrelation; Bildungspraxis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Educational theory; Theory of education; Bildungstheorie; Ausland; Neo-liberalism; Neoliberalismus; Kritische Theorie; Life-long learning; Lebenslanges Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Europa
Abstract	Laclau and Mouffe have long argued the democratic possibilities of 'left populism' underpinned by their agonistic critique of liberal democracy. We are currently witnessing the attempted application of their theories by European political parties. However, there remains very little international scholarship taking up the challenge of situating these arguments in the broader literature on the relationship between democracy and education. We argue that this is an urgent task, particularly in the context of populist trends which appear inimical to educational practice. Thus, we explore the implications of populism for adult education aimed at defending and extending democratic life. We question the conflation of agonistic democracy with left populism on several grounds, and we consider how a focus on education might help to ground their theory and clarify its ambiguities. We argue that adult educators can surface aspects of the context which representations of populism on the one hand, and populist representations on the other, often hide. Our argument is illustrated through two vignettes of populist events and the educational problems and opportunities they posed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01