Download Anarchism and Education: A Philosophical Perspective by Judith Suissa PDF

By Judith Suissa

Whereas there were historic bills of the anarchist college stream, there was no systematic paintings at the philosophical underpinnings of anarchist academic ideas—until now.

Anarchism and Education bargains a philosophical account of the ignored culture of anarchist inspiration on schooling. even supposing few anarchist thinkers wrote systematically on schooling, this research is predicated principally on a reconstruction of the academic considered anarchist thinkers gleaned from their quite a few moral, philosophical and renowned writings. essentially drawing at the paintings of the 19th century anarchist theorists resembling Bakunin, Kropotkin and Proudhon, the publication additionally covers 20th century anarchist thinkers reminiscent of Noam Chomsky, Paul Goodman, Daniel Guerin and Colin Ward.

This unique paintings will curiosity philosophers of schooling and educationalist thinkers in addition to people with a common curiosity in anarchism.

“This is a superb e-book that offers with vital concerns throughout the lens of anarchist theories and practices of education... The e-book tackles a couple of concerns which are proper to anyone who's attempting to come to phrases with the philosophy of education.” —Higher schooling Review

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Example text

This classroom layout signals ‘transmission pedagogy’: the teacher is positioned as authority, and the students as the recipients of knowledge, explicitly provided, by the teacher. From the layout it seems that there is none of the complexity, contradiction and confusion of the classroom in the first example. The teacher’s desk is at the front, and beside it, on the wall behind her, is a whiteboard that she uses throughout the lesson. The arrangement of the room provides and realizes a pedagogy: this is a pedagogy in which authority relations are clear; power lies with the teacher, and students are recipients of knowledge.

That, it seems to us, is the significant aspect of English pedagogy here; it is at the same time a potent content and meaning of English itself. Gaze, gesture and embodiment Through most of the lesson (and certainly in this segment) the teacher does not really look at the students. Even when he addresses a student directly through talk he does not often look at her or him. The exception to this is when a student is admonished or about to be punished: teacher, hands on hips, looking at Kamala (who is putting on make-up): ‘I’m not at all pleased; you had break-time to do that kind of stuff’.

Her movements in the classroom space are much less pronounced than John’s, in terms both of the distance that she moves and of the pace, frequency and regularity of her moving – she definitely does not ‘pace’ up and down. Her movement doesn’t transform the classroom in a radical way, even though her movement to the side does change the authority relation somewhat. What does happen is that the ‘genre’ of the interaction changes. So when she half-squats on the edge of the table, she assumes the role of chat-show hostess, not directly involved yet not marginal to the action either.

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