Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis

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Just over a decade on from a spike of interest in Jacques Rancière’s writing within educational philosophy and theory, I revisit his interventions on democracy and education to make the case for (re)engaging with Rancière’s writing now to address important questions about contemporary education policy, the role of schools in democratic societies and public debate over the curriculum. Specifically, I argue that Rancière’s interventions on the Platonism that characterises both ‘progressive’ and ‘traditional’ arguments about school curricula in such contexts offer a vital tool for understanding the shifts in education policy and educational debate that animate our current political moment. Building on work that has applied Rancière’s writing to analyse neoliberal education policy, I argue that Rancière’s writing provides a distinctive analytical lens for interpreting a recent shift towards neo-conservative education policy agendas, and the imbrication of schools within the ‘culture-wars’ that characterise the contemporary political landscape in several national settings. Taking recent policies concerned with the teaching of values in England as an example, I argue that a Rancierian perspective on such policy is helpful for revitalising research concerned with education and the role of public schooling in societies that wish to maintain some claim to democracy.
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Tudalennau (o-i)1-11
Nifer y tudalennau11
CyfnodolynEducational Philosophy and Theory
Dyddiad ar-lein cynnar18 Ebr 2024
Dynodwyr Gwrthrych Digidol (DOIs)
StatwsCyhoeddwyd - 18 Ebr 2024

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