Phenomenology and Educational Theory in Conversation
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Herausgegeben: Howard, Patrick; Saevi, Tone; Foran, Andrew; Biesta, Gert
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Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project.This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappear in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretel...
Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project.
This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappear in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretely with the everyday lives of educators and students. They offer another language by which to understand education that is counter to the objectifying, instrumentalist language prevalent in neoliberal discourse.
This book will be of great interest for academics, researchers, and post-graduate students in the fields of pedagogy, phenomenology, educational theory, and progressive education.
This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappear in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretely with the everyday lives of educators and students. They offer another language by which to understand education that is counter to the objectifying, instrumentalist language prevalent in neoliberal discourse.
This book will be of great interest for academics, researchers, and post-graduate students in the fields of pedagogy, phenomenology, educational theory, and progressive education.
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