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

Authors

  • Vanessa Andreotti The University of British Columbia

Keywords:

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

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...

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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Published

2016-01-31

Issue

Vol. 5 No. 1 (2016)

Section

Other Contributions

License


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