Education and the Demand for Emancipation

Skarpenes, Ove

doi:10.1080/00313831.2013.840677

Cited by 7 publications

(10 citation statements)

References 37 publications

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“…Flere har stilt spørsmål ved hvilke former for endring denne elevsentreringen åpner for. Ved å vektlegge enkeltelevens handlinger og erfaringer på bekostning av kritisk refleksjon rundt de samfunnsmessige betingelsene elevene skal handle innenfor, hevdes det at den elevsentrerte undervisningen står i fare for å utdanne medborgere med ferdigheter til å handle, men uten tilstrekkelig kunnskap til å skape reelle endringer (Skarpenes, 2005(Skarpenes, , 2014. På baerekraftfeltet har imidlertid kritikken av den elevsentrerte undervisningen latt vente på seg, der stadig flere tar til orde for at det akutte behovet for endring krever undervisningsformer som setter elevenes handling i sentrum.…”

Section: Innledningunclassified

“…En rekke utdanningssosiologer har på lignende vis pekt på hvordan den progressive pedagogikkens individorientering passet som hånd i hanske med fremveksten av nyliberalismen og tendensen til å avpolitisere sosiale spørsmål (Foros, 2016;Riese et al, 2020;Skarpenes, 2005Skarpenes, , 2014. Foros (2016) benytter seg av Baumans begreper om fast og flytende modernitet til å beskrive forholdet mellom det Boltanski og Chiapello (2005) omtaler som «sosialkritikken» og «kunstnerkritikken» som vokste frem på 60-tallet, og den ulike innvirkningen disse kritiske bevegelsene har hatt på skole og utdanning.…”

Section: Den Progressive Nyliberale Pedagogikkenunclassified

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Den progressive pedagogikkens begrensninger i en progressiv nyliberal tid: fra elevsentrert til praxis-orientert bærekraftundervisning

Hultberg

Heiret

2023

NTPK

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Blant utdanningsforskere har det oppstått bred enighet om at utdanning for bærekraftig endring krever elevsentrerte og erfaringsbaserte undervisningsformer. Heller enn å formidle kunnskap om miljø og bærekraft, argumenteres det for at bærekraftundervisningen bør rettes inn mot undervisning for, i og som bærekraft med mål om å lære elevene hvordan å handle. Med utgangspunkt i utdanningssosiologers kritikk av elevsentrert undervisning, problematiserer denne artikkelen bærekraftundervisningens økende fokus på enkeltelevens handlinger og erfaringer. Artikkelen argumenterer for at elevsentreringen står i fare for å nedprioritere kunnskap om de samfunnsmessige betingelsene elevene skal handle innenfor. Dermed risikerer bærekraftundervisningen å utdanne medborgere med praktiske ferdigheter til å handle, men uten tilstrekkelig kunnskap om klimakrisens bakenforliggende årsaker til å skape reelle endringer. Artikkelen betegner dette som en progressiv nyliberal pedagogikk, der elevene gis fritt handlingsrom innenfor fastlagte og uforanderlige rammer. Med utgangspunkt i Freires dialektiske forståelse av forholdet mellom teori og praksis (praxis), samt den økomarxistiske kritikken av tendensen til å behandle klimakrisen som et isolert fenomen, argumenterer artikkelen for behovet for et fornyet søkelys på klimakrisens «hva» som setter eleven i stand til å sette det erfarte inn i større sosiale sammenhenger. English abstract A broad consensus has emerged among educational researchers that education for sustainable transformation requires student-centred and experience-based teaching methods. Rather than teaching about the environment and sustainability, it is argued that sustainability education should teach for, in, and as sustainability in order to provide students with skills to take action. Based on educational sociologists’ critique of student-centred learning, this article problematises the turn in sustainability education toward individual students’ actions and experiences. Student-centred learning, the article argues, risks neglecting knowledge about the social conditions that students act within. Thus, sustainability education runs the risk of educating citizens with practical skills to act, but without sufficient knowledge of the underlying causes of the climate crisis to make real changes. The article refers to this as a progressive neoliberal pedagogy, in which students are provided the tools to act but within fixed and unchangeable structures. Based on Freire’s dialectical understanding of the relationship between theory and practice (praxis), as well as the eco-Marxist critique of the tendency to treat the climate crisis as an isolated phenomenon, the article argues for the need for a renewed focus on the “what” of the climate crisis which enables the student to relate their experiences to larger social structures.

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Section: Innledningunclassified

Section: Den Progressive Nyliberale Pedagogikkenunclassified

Den progressive pedagogikkens begrensninger i en progressiv nyliberal tid: fra elevsentrert til praxis-orientert bærekraftundervisning

Hultberg

Heiret

2023

NTPK

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“…In the educational policies of social democracies, principles of equality and social inclusion are important elements in the model of the unified school. For instance, in the Norwegian school, the inspiration can be traced to Karl Marx (1970) and his critique of the Gotha Programme, and the famous quote: ‘from each according to his ability, to each according to his needs!’ In the social democratic school project, this translated into equality in results (Skarpenes, 2014). When pupils are leaving school, the differences in school results, career plans and opportunities should not be influenced by – or should be influenced as little as possible by – social class, sex, religion, culture and ethnicity.…”

Section: Introductionmentioning

confidence: 99%

“…But since the late 1960s, education has been regarded as a product of underlying power structures (a critical approach) and considered to be a mechanism for the reproduction of social inequality (Karabel and Halsey, 1977;Sakslind, 2002;Shain and Ozga, 2001;Skarpenes, 2014). 1 New insights influenced educational reforms in the 1970s (Skarpenes, 2014). In the educational policies of social democracies, principles of equality and social inclusion are important elements in the model of the unified school.…”

Section: Introductionmentioning

confidence: 99%

Symmetry and equality: Bringing Rancière into the classroom

Skarpenes

Sæverot

2018

Contemporary Issues in Early Childhood

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Jacques Rancière’s sophisticated critique of critical theory is the first step in his call for a renewal of a theory of emancipation. In the first part of the article, the authors outline this critique. Rancière combines pedagogy, art and policy in his attempt to develop a new understanding of equality and emancipation. The authors try as conscientiously as possible to present this argument in the second part of the article. Social and cultural inequalities are increasing in Western societies and have become inconspicuous in schools, and it is against this backdrop that a theory of equality and emancipation is important in regard to early childhood. How can equality be unfolded and interpreted, and put to use for young children? The article advances a case for greater consideration of the emancipation aspects of Rancière’s theory.

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“…Ovšem i u nás se již od počátku tato reforma setkávala s kritikou různého druhu, od konkrétních pedagogických problémů [Strouhal, Štech 2016;Štech 2013] po technické problémy spojené s implementací. Zatímco v zahraničí jsou nové nároky a jejich legitimizování živě sociologicky zkoumány [Anagnostopoulos, Lingard, Sellar 2016;Anderson, Donchik 2016;Skarpenes 2014;Tveit, Lundahl 2017], u nás sociologický pohled na to, jak vlastně vznikají různé vzdělávací normativy, které se prosazují do reformy kurikula, spíše chybí.…”

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Legitimising Educational Reforms: Strategic Documents and Competing Knowledge Regimes

Wirthová¹

2020

Czech Sociological Review

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The article focuses on knowledge regimes within the normative discourse of the reform of Czech educational curricula. Engaging with the relational ontology of 'third-wave sociology of education', the article presents a qualitative analysis of strategic documents that sheds light on the divergent systems of reasons for particular educational changes. The research traced legitimising (justifying and criticising) strategies in authorised documents (governmental organisations) and non-authorised (NGOs and transnational organisations) in the 2010-2017 period. These findings point to the existence of several significantly divergent knowledge 'micro-regimes' that produce various contradictions and tensions on the level of regimes, documents, and the meaning of 'competent' actors. The research tracked the different relationships between managerial, expert, revisionist, revising, and adaptation regimes. It demonstrated that contemporary Czech attempts to reach a consensus over the goals of education across society are paralysed by a number of contradictory legitimisations rather than one hegemonic discourse.

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Education and the Demand for Emancipation

Cited by 7 publications

References 37 publications

Den progressive pedagogikkens begrensninger i en progressiv nyliberal tid: fra elevsentrert til praxis-orientert bærekraftundervisning

Den progressive pedagogikkens begrensninger i en progressiv nyliberal tid: fra elevsentrert til praxis-orientert bærekraftundervisning

Symmetry and equality: Bringing Rancière into the classroom

Legitimising Educational Reforms: Strategic Documents and Competing Knowledge Regimes

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