Jacques Ranciere: Education, Truth, Emancipation

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Winner - AERA 2011 Outstanding Book Award Jacques Rancire: Education, Truth, Emancipation demonstrates the importance of Rancire's work for educational theory, and in turn, it shows just how central Rancire's educational thought is to his work in political theory and aesthetics. Charles Bingham and Gert Biesta illustrate brilliantly how philosophy can benefit from Rancire's particular way of thinking about education, and go on to offer their own provocative account of the relationship between education, truth, and emancipation. Including a new essay by Rancire himself, this book is a must-read for scholars of social theory and all who profess to educate.

Reviews

"By showing how the relationship between education and emancipation can be thought of as political, rather than psychological or sociological, Bingham and Biesta put into question many received educational ideas, for example about what 'school improvement' means and what is involved in 'inclusive pedagogy'. The book's argument and experimentations with concepts such as 'police', 'politics' and 'disagreement' vividly portray the relevance of Ranciere's thought for contemporary education practice, policy-making and philosophy." - Caroline Pellatier, Institute of Education, University of London, UK -- Caroline Pellatier, Institute of Education, University of London, UK

Author Bio

Charles Bingham is Associate Professor of Education at Simon Fraser University, Canada. He is the author of Authority is Relational (SUNY Press, 2008) andSchools of Recognition (Roman and Littlefield, 2001) and co-editor ofNo Education Without Relation (Peter Lang, 2004). Gert Biesta is Professor of Public Education at the Centre for Public Education and Pedagogy at Maynooth University, Ireland; NIVOZ Professor for Education at the University of Humanistic Studies, The Netherlands; and Professorial Fellow for Educational Theory and Pedagogy at the Moray House School of Education, University of Edinburgh, UK. He is co-editor of the British Educational Research Journal and associate editor of Educational Theory.