Education and the concept of commons : A pedagogical reinterpretation

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Education and the concept of commons : A pedagogical reinterpretation

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Publication Article, peer reviewed scientific
Title Education and the concept of commons : A pedagogical reinterpretation
Author Korsgaard, Morten Timmermann
Date 2019
English abstract
This paper explores the concepts of commons and commoning from an educational vantage point. These concepts point to places and activities that are shared, communal and un-privatised, in other words they point to places and practices not yet enclosed or appropriated by capital and market logics. Education is certainly a place and an activity that is increasingly being enclosed and appropriated by these logics, but at the same time education seems to always find ways of escaping this enclosure, and teachers and students find ways of being that escapes appropriation. Exploring the concepts of commons and commoning from an educational vantage point is thus an attempt at describing schooling as an activity that takes place in common and makes something common. By sharing and introducing a subject matter to the students, the teacher offers a shared space of exploration and study that can escape the instrumental and proprietarian framework of the neoliberal education agenda.
DOI https://doi.org/10.1080/00131857.2018.1485564 (link to publisher's fulltext.)
Link https://www.tandfonline.com/doi/full/10.1080/00131857.2018.1485564 .Icon
Publisher Taylor and Francis
Host/Issue Educational Philosophy and Theory;4
Volume 51
ISSN 0013-1857
Language eng (iso)
Subject Education
Schooling
Commons
Commoning
Philosophy of education
Educational theory
Humanities/Social Sciences
Research Subject Categories::HUMANITIES and RELIGION
Handle http://hdl.handle.net/2043/25490 Permalink to this page
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