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A Pedagogy of Equality in a Time of Unrest: Strategies for an Ambiguous Future
Change, hope and commitment
Introduction
The distributive paradigm in education
Liberal hope in education
Moving beyond hope
The function of hope in the distributive paradigm
There may be no hope, but there is still commitment
Concluding thoughts
Rethinking emancipation, rethinking education
Introduction
Schooling is the problem, not schools
The state of education and the educational state
Postmodernism and emancipation
Emancipation and ambiguity
Schooling without ambiguity and change
Rancière and emancipation
Rethinking emancipation means rethinking education
Concluding thoughts
Education and teaching as verification of equality
Introduction
The political and the school
Re-negotiation of the meaning of schooling
Order, inequality and equality
To be attentive
The ethical foundation of knowing the truth
Concluding thoughts
Teaching as the passion of equality at the border of inequality
Introduction
The Swedish case
This madness of public discourse on schooling
Three examples of empty speech on schooling
The passionate teacher
The community of poets and teaching
The war on chaos is a war on borders
Concluding thoughts
Paideia and the search for freedom in the educational formation of the public of today
Introduction
The revival of educational thought
Education without the law
Dividing the whole
I am the people too
Concluding thoughts
The scandal of a culturally responsive pedagogy, or teaching “anything to anyone”
Introduction
Culture I
Culture II
Culture and education
Multiculturalism and polycultural society
Responsive pedagogy and democratic order
Concluding thoughts
A pedagogy of the depressed
Introduction
“No Future”
A pedagogy of the depressed?
What’s wrong with instrumentalism?
Neoliberal aggression against the publicness of the public
Turning public interests into private interests
Distributive education and schooling for all
The claustrophobia of automated learning
The educational impulse as the instantiation of a split in reality
Teaching without a future
Concluding thoughts
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