23 SES 13 B, Theorising and Using Crises in Education
Symposium, Part 1
Radical change requires an ‘unwriting’ psychologically, politically and educationally. Laclau (2005) and others write of the political surfaces of inscription (bodies, policy discourses, organisations) required to generate hegemonic strategies that underpin both the reproduction of social inequality and to challenge and ‘unwrite’ that inequality. We argue that change of this order constitutes a psychological, an organisational and an educational challenge. Drawing on the recent radical research methodology of Schostak and Schostak (2008, 2010, 2012) and the psychoanalytic theory and practice of Gaspard (2009) we argue for a practice of challenge based on a complex analysis of the intimate connections between discourse, psychology and social organisation. This practice will be elaborated through data drawn from research and experienc in clinical, community, policy and school contexts over 30 years, not to rehearse what has not changed but to analyse how obstructions to change can be challenged and undone. Contemportary circumstacnes offer opportunities for countervailing practices and organisations that can unwrite the systematic organisation of injustice and write anew the forms of organisation for freedom with equality (Balibar) that underpin democratic practice. Education, we argue, creates the conditions for real change through a rewriting amd a re-owning of policy and prsctice.
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