Learning in the city and responding reactively

Papastephanou, Marianna

doi:10.1080/17449642.2021.1965302

Cited by 1 publication

(1 citation statement)

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“…Reactions to this situation comprise efforts to rescue learning from the neo-liberal ethos as well as efforts to combat learning, go beyond learning, or argue against learning. The latter set of efforts incriminates the concept of learning wholesale (Papastephanou, 2021a) and seeks other normativities, presented as alternative to and radically different from it, such as 'education' and 'study' (Papastephanou, 2021b). Another escape route from learning has been its negation, namely, 'unlearning'.…”

Section: Introductionmentioning

confidence: 99%

On learning and unlearning

Papastephanou

Drousioti²

2023

Policy Futures in Education

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The concept of learning has obtained great popularity in many fields. In common cause with neo-liberal ideology, learning has led to a learnification process that turns social pathologies into individual deficits. Various ways out of this situation have been sought; chief among them is the recruitment of unlearning as a promising negation of learning and of its politics. Educational-philosophical, sociological, decolonial, as well as organizational and policy discourses valorize unlearning for different and often opposing reasons. However, as this article shows, unlearning has already been co-opted and utilized by learning discourses to advance the neo-liberal conception of learning. A further reaction to this usurpation of unlearning has been a tendency to premodify unlearning as ‘critical’ or ‘deep’. The present article critiques these conceptualizations and operationalizations of unlearning and argues for a more complex outlook on learning and unlearning than that which is currently predominant.

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Section: Introductionmentioning

confidence: 99%