Harvard Educational Review
  1. Summer 2010 Issue »

    Rethinking Education and Emancipation

    Being, Teaching, and Power

    Noah De Lissovoy
    This essay describes two central principles for a renewed emancipatory pedagogy across educational contexts: the recognition of an essential equality between students and teachers and a liberatory agency that uncovers and builds on students’ effectivity as beings against domination. While critical educational theory traditionally conceives of the human as a condition to be developed through the process of conscientization, De Lissovoy argues for the recognition of the human as the already existing fact of a body in struggle. He proposes an understanding of the human as the ontological kernel of the selves of students and teachers, as it asserts itself before contests over knowledge and identification. Building from recent work in cultural studies and philosophy that confronts the question of being as a political problem, the author develops an original understanding of emancipation as the discovery and affirmation of the persistent integrity and survival of beings in struggle.

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    Noah De Lissovoy is an assistant professor of curriculum studies in the Department of Curriculum and Instruction at the University of Texas at Austin. His research centers on critical and emancipatory approaches to curriculum, pedagogy, and educational theory, with a special focus on globalization. He is the author of Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy. His work is forthcoming in Curriculum Inquiry, and has appeared in such journals and edited collections as the Review of Education, Pedagogy, and Cultural Studies, the Journal of Education Policy, and Cultural Studies/Critical Methodologies.
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    Summer 2010 Issue


    Scholarship Girls Aren’t the Only Chicanas Who Go to College
    Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary
    Maria C. Malagon and Crystal R. Alvarez
    The Role of Subjective Motivation in Girls’ Secondary Schooling
    The Case of Avoidance of Abuse in Belize
    Eileen Anderson-Fye
    Rethinking Education and Emancipation
    Being, Teaching, and Power
    Noah De Lissovoy
    Representing Family
    Community Funds of Knowledge, Bilingualism, and Multimodality
    Elizabeth Marshall and Kelleen Toohey
    “The Beauty of America”
    Nationalism, Education, and the War on Terror
    Thea Renda Abu El-Haj

    Book Notes

    Children of the Gulag
    Cathy A. Frierson and Semyon S. Vilensky

    Our Schools Suck
    Gaston Alonso, Noel S. Anderson, Celina Su, and Jeanne Theoharis

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