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Document Type

Article in Response to Controversy

Abstract

What if, in order to examine the phrase schooling as if democracy matters in North America, we—scholars and readers—turn not to the more obvious American theorists of democracy and schooling, such as John Dewey or, more recently, deliberative theorists such as Amy Gutmann or critical theorists such as Peter McLaren, but to the French radical philosopher of democracy Jacques Rancière? What if Rancière compels us to think quite differently, even controversially, about democracy? And what if, as a result, we reject the very possibility of schooling as if democracy matters, not because democracy does not matter, but because it is fundamentally at odds with the institution of schooling?

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