Sharing with critical pedagogy the belief that there is no necessity in the given order of things, and that we can always begin anew with the world, the post-critical educational philosophy articulated here seeks to overcome the internal contradictions of this paradigm by positing an affirmative, educational approach to educational philosophy. This understands education not as political action, as in critical pedagogy, working in the name of emancipation, but rather, following Rancière, assumes an equality of intelligences as a starting point from which the world can be set free for the new generation. This entails a pedagogy founded on an attitude of unconditional love both of the world and of the new generation, in the Arendtian sense. In this article we formulate a set of principles that articulate what such an affirmative attitude consists of: striving for pedagogical hermeneutics (rather than defending a hermeneutical pedagogy); adhering to a principled normativity (rather than to a procedural one); taking education to be for education's sake (rather than for extrinsic goals such as global citizenship); and starting from a passionate devotion to what is good in the 'here and now' (rather than by a hatred of the world in expectation of a utopia that is never to come).
In this essay, Naomi Hodgson reconsiders the value of Michel Foucault's normalization thesis to the study of educationalization in relation to contemporary educational policy and research. Hodgson begins by analyzing educational researchers' response to the recent introduction of citizenship education in England, focusing specifically on a review of research, policy, and practice in this area commissioned by the British Educational Research Association (BERA). She argues that the BERA review exemplifies the field of education policy sociology in that it is conducted according to the concepts of its parent discipline of sociology but lacks critical theoretical engagement with them. Instead, such work operationalizes sociological concepts in service of educational policy solutions. Hodgson identifies three dominant discourses of citizenship education within the BERA review-the academic discourse of education policy sociology, contemporary political discourse, and the discourse of inclusive education -and draws attention to the relation of citizenship education to policy initiatives, and thus to educationalization. She then discusses Foucault's concept of normalization in terms of the demand on the contemporary subject to orient the self in a certain relation toward learning informed by the need for competitiveness in the European and global context. Ultimately, Hodgson concludes that the language and rhetoric of education policy sociology implicate such research in the process of educationalization itself.
Educational research as an academic field can be understood as a network or group of networks and, therefore, to consist of interconnected nodes that structure the way the field operates and understands its purpose. This paper deals with the nature of the induction of postgraduate students into the network of educational research that takes place through research methods courses, the textual domain, the professional and social practices involved in collaboration, conferences and publication. The consideration of this in the light of Gilles Deleuze and Félix Guattari's (1988) writings on smooth and striated space problematises the notion of flows provided by Manuel Castells' (1996) understanding of networks and, by resisting the dualist simplification in terms of which the field is often discussed, offers an alternative account of how the nature of thought and practice governs the route between nodes in the network. This enables consideration of the nature of thought in relation to academic practice in educational research.
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