Pelletier, Caroline (2009) Emancipation, Equality and Education: Rancière’s Critique of Bourdieu and the Question Of Performativity. Discourse: studies in the cultural politics of education, 30 (2). pp. 137-150. ISSN Print: 0159-6306 Online: 1469-3739
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Abstract
Jacques Rancière’s work has had significant impact in philosophy and literary theory, but remains largely undiscussed in the field of education. This article is a review of the relevance of Rancière’s work to education research. Rancière’s argument about education emerges from his critique of Bourdieu, which states that Bourdieu reinforces inequality by presuming it as the starting point of his analysis. What is at stake is the question of performativity, and the means by which discourse has effects. This debate has implications for considering the basis of claims to truth in literary and social science discourse. Parallels are drawn between Judith Butler’s and Ranciere’s portrayal of the relationship between discourse and subjection, as well as their attention to discursive ‘imitation’ in making inequality representable. The article concludes with a discussion of the problematic which Rancière’s work suggests for education research. Amended
| Item Type: | Article |
|---|---|
| Additional Information: | This is an electronic version of an article published in Pelletier, Caroline (2009) Emancipation, Equality and Education: Rancière’s Critique of Bourdieu and the Question Of Performativity. Discourse: studies in the cultural politics of education, 30 (2). pp. 137-150. Discourse is available online at: http://www.informaworld.com/10.1080/01596300902809054 |
| Uncontrolled Keywords: | Inclusive education Sociology |
| Subjects: | Departments > Learning, Curriculum and Communication |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 14 Apr 2010 08:59 |
| Last Modified: | 26 Jun 2012 22:31 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/3196 |
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