Abstract:Many arguments for education’s autonomy put forward a repeated yet undefined claim that there is an identifiable, dividing line between education and its outside, and that it is within the distinct contours of “the educational” where the nomos of its autonomy lies. Approaching this claim from a literary perspective, I conduct a critical reading of the language of education’s autonomy that runs on the interplay between internal and external laws, and thus frames education’s distinctiveness (or its indistinctive… Show more
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