(re)imagining education as an un-coercive re-arrangement of desires

Vanessa Andreotti

Abstract


This text was first performed at the International Association for the Advancement of Curriculum Studies Conference in Ottawa on 29 May, 2015, where I took the liberty and the risk of deviating from the academic genre. However, I modified the text here in written form to adjust expectations to this form of communication.

In this text, I use story telling, metaphors and poetry to introduce an argument that is not self-evident and does not produce a single normative claim for the way forward. The stories and metaphors I use come from different teachings, from multiple locations. What they have in common is their performativity: their potential to re-orient logos/logic in order to make room for the ineffable. In other words: instead of talking about an “un-coercive re-arrangement of desires” (Spivak, 2004, p. 526), the text invites you to live this possibility, for a moment...

Keywords


Educational alternatives; progressive education; alternative education; difference; educational theory; educational philosophy; home education; education policy

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References


Spivak, G. (2004). Righting wrongs. The South Atlantic Quarterly, 103, 523–581.

Donald, D. (2009). Forts, curriculum, and Indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives, 2(1), 1-24.


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...open to be different...

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