Session Information
Session 3B, Radical Emancipatory and/or Negative Pedagogies: Common Grounds and Differences
Papers
Time:
2005-09-08
09:00-10:30
Room:
ENG
Chair:
Bo Dahlin
Contribution
The idea of radical pedagogy is connected to the ideals of social justice and democracy. Radical pedagogy is inspired by Paolo Freire's political and educational writings. For Paolo Freire aim of the pedagogy of oppressed is to emancipate people from social and economical repression. Also Jean-Jacques Rousseau, Immanuel Kant (autonomy), Friedrich Hegel (struggle for recognition), Karl Marx (alienation, ideology, surplus value) and the Frankfurt School plays important role in radical pedagogy. According to Professor Juha Suoranta radical pedagogy is intellectual work which aims at action that tries to change the world more solidary place to live. Radical pedagogy tries to grow people's self-consciousness (Who am I? What rights I have? The sense of self-respect), consciousness of the other (The respect for other persons; etnicity, difference, racial issues, gender etc.), national consciousness of welfare state (local social justice) and global consciousness (global social justice). One might ask what the justice and the injustice exactly mean. Is the work against social injustice mainly concerned with the question of redistribution of material goods or the question of recognition and respect? This is the issue in the political-philosophical exchange between Professor Nancy Fraser and Professor. Honneth claims that the recognition is a fundamental and overarching moral category and distribution of material goods is a derivative category when we are speaking of social justice. Fraser raises a counter claim and denies that distribution could be subsumed under recognition. Fraser present so called "perspectival dualist" analysis on social justice which consider the two categories (redistribution and recognition) as co-fundamental mutually irreducible dimensions of justice. In this discussion there is Fraser's perspectival dualism of resdistribution and recognition against Honneth's normative monism of recognition. If the task of the radical pedagogy is to fight against social injustice, then it is necessary for radical pedagogy to reflect the relationship of maldistribution and misrecognition as forms of injustice in the levels of self- consciousness, consciousness of the other, national consciousness of welfare state and global consciousness. In this presentation I want to do precisely that.
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