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  • Pedagogic rights, public education and democracy

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    Heimans492203-Accepted.pdf (231.7Kb)
    File version
    Accepted Manuscript (AM)
    Author(s)
    Heimans, Stephen
    Singh, Parlo
    Kwok, Henry
    Griffith University Author(s)
    Singh, Parlo
    Kwok, Henry
    Heimans, Stephen
    Year published
    2021
    Metadata
    Show full item record
    Abstract
    In this paper, the argument that we make is that public education emerges from when democracy is put into practice in education. For the purposes of this paper we use pedagogic rights as proposed by Basil Bernstein as a way to frame and support this ‘putting into practice’. Democracy, we argue, has to be practiced in two senses: 1) it does not ‘exist’ but has to be continually renewed and brought to life between people, as such it is precarious and fleeting; 2) one might become better at democracy by trying to ‘do it’ more often and that education is where this ‘trying’ might occur. We draw on Rancière’s work on democracy ...
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    In this paper, the argument that we make is that public education emerges from when democracy is put into practice in education. For the purposes of this paper we use pedagogic rights as proposed by Basil Bernstein as a way to frame and support this ‘putting into practice’. Democracy, we argue, has to be practiced in two senses: 1) it does not ‘exist’ but has to be continually renewed and brought to life between people, as such it is precarious and fleeting; 2) one might become better at democracy by trying to ‘do it’ more often and that education is where this ‘trying’ might occur. We draw on Rancière’s work on democracy that focusses on democratic acts or moments; on the ‘fracturing’ of sense (what is sayable, seeable, thinkable) – when people whose only part (including in education) is none, take one. A process of ‘becoming public’, we suggest, is instituted in these events. To this end, our proposal for public education is adversarial to contemporary formations of education. Conceptualising public education in this way shows that it is rare, and becoming rarer.
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    Journal Title
    European Educational Research Journal
    DOI
    https://doi.org/10.1177/14749041211011920
    Funder(s)
    ARC
    Grant identifier(s)
    DP190100518
    Copyright Statement
    Heimans, S; Singh, P; Kwok, H, Pedagogic rights, public education and democracy, European Educational Research Journal, 2021. Copyright 2021 The Authors. Reprinted by permission of SAGE Publications.
    Note
    This publication has been entered in Griffith Research Online as an advanced online version.
    Subject
    Education
    Curriculum and pedagogy theory and development
    Education policy
    Social Sciences
    Bernstein
    Ranciere
    public education
    Educational Research
    Publication URI
    http://hdl.handle.net/10072/404924
    Collection
    • Journal articles

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