Towards a pluralist economic education for a transformative science – introduction

Decker, Samuel; Elsner, Wolfram; Flechtner, Svenja

doi:10.4324/9781315177731-1

Cited by 1 publication

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Likewise, physical power also brings about an interesting conundrum of subjectivization such that students exercising physical power on campuses may not be attempting any sort of rebellion against the institutions that they find themselves within but rather they may be attempting to change or modify the realms of subjectivization that colleges and universities support, thereby acting as fuller constitutive agents of the university rather than against it (Butler, 1997; Cook-Sather, 2002). In particular, such students are popularly fighting for changes to the institution that may change the façade of the institution but not wholly challenge the institution as it exists: as can be seen with the controversy over naming rights on college campuses today or the growth of LGBTQ clubs and organization of collegiate campuses (Dennis and Reis-Dennis, 2019).…”

Section: Student Rebellion Rather Than Student Powermentioning

confidence: 99%

Reflections on student power: An absurdist viewpoint

Bierdz

2020

Power and Education

View full text Add to dashboard Cite

This exploration takes a look at how students in higher education are disempowered through regimes of social power that are always already extant and ubiquitous within educational regimes. Moreover, this exploration pays particular interest and attention to students in higher education because in many cases throughout relevant research, these student populations are conceived as being the most empowered students within a broad educational landscape, which this piece foundationally challenges. Fundamentally, this article uses a Camusian or Absurdist notion of power and social identity to make sense of how students in higher education take up space within seemingly disempowered educational spaces only to insistently and futilely call to themselves and other students as empowered, although such insistences are empty fallacies of specific social humanities hailing towards their only perceived means of ‘valuable’ social interaction defined by modern conceptions of humanity always already within power relations.

show abstract

Section: Student Rebellion Rather Than Student Powermentioning

confidence: 99%

Reflections on student power: An absurdist viewpoint

Bierdz

2020

Power and Education

View full text Add to dashboard Cite

show abstract

Towards a pluralist economic education for a transformative science – introduction

Cited by 1 publication

References 1 publication

Reflections on student power: An absurdist viewpoint

Reflections on student power: An absurdist viewpoint

Contact Info

Product

Resources

About