A Critique of Pure Education

Radically Rethinking the Education Archipelago
2024
ISBN: 978-3-031-69311-3
Verlag: Springer Nature Switzerland

Buch, Englisch, 243 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 441 g

Reihe: Palgrave Studies in Alternative Education

This book analyses educational theory in order to offer an alternative view of the history of education in modernity. It provides a new understanding of education as a phenomenon that draws on powerful lines of thinking, but also makes a significant departure from the conventional wisdom of both education policy and education studies. These perspectives offer an original and challenging account of what education is and of what politics has become, providing resources to rethink education as a fundamental dimension of the unprecedented political order of our time. It does this through a focus on what it takes to be the key, complex and expanding political apparatus of education. Taking the school to be the paradigm institution of modernity and beyond, the book proposes that we see the school as central to contemporary political ontology.

Zielgruppe

Research

Autoren/Hrsg.

Peim, Nick

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Chapter 1. Educational ontology.- Chapter 2. Carcereality.- Chapter 3. Century of the camp.- Chapter 4. We refugees.- Chapter 5. The global education archipelago.- Chapter 6. Questions concerning knowledge and being.- Chapter 7. The end of education.

Über Autor(innen)

Nick Peim is a member of the University of Cambridge, UK, researching in modern and contemporary philosophy and thinking. He was a comprehensive school teacher for eighteen years. He was Senior Lecturer at the University of Birmingham for twenty years, and has also taught at De Montfort University, the Open University (all in the UK), and the University of Oslo, Norway. Recent publications have addressed ontopolitics, research thinking, and the global education archipelago.