LEADER 04426nam 22006735 450 001 9910483369303321 005 20220118051841.0 010 $a9789462096165 010 $a9462096163 024 7 $a10.1007/978-94-6209-616-5 035 $a(CKB)3710000000104353 035 $a(EBL)3034952 035 $a(SSID)ssj0001205008 035 $a(PQKBManifestationID)11696683 035 $a(PQKBTitleCode)TC0001205008 035 $a(PQKBWorkID)11182470 035 $a(PQKB)10531756 035 $a(MiAaPQ)EBC3034952 035 $a(DE-He213)978-94-6209-616-5 035 $a(OCoLC)876908374 035 $a(nllekb)BRILL9789462096165 035 $a(MiAaPQ)EBC1697640 035 $a(Au-PeEL)EBL1697640 035 $a(CaPaEBR)ebr10983354 035 $a(OCoLC)904404042 035 $a(PPN)178319260 035 $a(EXLCZ)993710000000104353 100 $a20140403d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPedagogy Out of Bounds $eUntamed Variations of Democratic Education /$fby Yusef Waghid 205 $a1st ed. 2014. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2014. 215 $a1 online resource (117 p.) 225 1 $aEducational Futures, Rethinking Theory and Practice ,$x2214-9872 ;$v61 300 $aDescription based upon print version of record. 311 08$a9789462096158 311 08$a9462096155 311 08$a9789462096141 311 08$a9462096147 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material -- Raising Doubts about Liberal Approaches to Democratic Education -- Stretching Democratic Education Towards a Politics of Friendship -- Democratic Education and Disruptive Encounters -- Democratic Education in Becoming -- Pedagogy, Scepticism and Responsibility -- Pedagogy and Dialectic of Freedom: Towards New Beginnings -- Pedagogy within Rhizomatic Spaces: On Becoming-Minoritarian -- Pedagogy and the End of Teaching -- Pedagogy and a Politics of Counter-Speech -- Pedagogy Untamed: Towards a Democratic Education of Vigilance -- Unbounded Teaching and Learning: On Hospitality and Ubuntu in South Africa -- References -- Index. 330 $aThe focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Callan, Martha Nussbaum, Iris Marion Young and Amy Gutmann, and then examines its implications for pedagogical encounters, more specifically teaching and learning. In other words, pedagogical encounters premised on the idea of iterations (talking back) and reasonable and compassionate action are not enough to engender forms of human engagement that can open up new possibilities and perspectives. Drawing on the works of poststructuralist theorists, in particular the seminal thoughts of Jacques Derrida, Jacques Rancière, Giorgio Agamben, Jacques Lacan, Stanley Cavell, Maxine Greene, Giles Deleuze and Felix Guattari, and Judith Butler, it is argued that a democratic education in becoming has the potential to rupture pedagogical encounters towards new beginnings on the basis that teachers and students can never know with certainty and completeness. Consequently, it is argued that teaching and learning ought to be associated with pedagogical activities in the making, more specifically a pedagogy out of bounds, in terms of which speech and action would remain positively free, sceptically critical, and responsibly vigilant ? a matter of making teaching and learning more authentic so that students and teachers are provoked to see things as they could be otherwise through an enhanced form of ethical and political imagination. It is through pedagogical encounters out of bounds that relations between teachers and students stand a better chance of dealing with the strangeness and mysteries of unexpected, unfamiliar, and improbable action. 410 0$aEducational Futures, Rethinking Theory and Practice ,$x2214-9872 ;$v61 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370.71 700 $aWaghid$b Yusef$4aut$4http://id.loc.gov/vocabulary/relators/aut$0850034 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910483369303321 996 $aPedagogy Out of Bounds$92847391 997 $aUNINA