Between Exile and the Kingdom: Albert Camus and empowering classroom relationships

Abstract

IntroductionIn undertaking an analysis of the work of Camus in the context of the learning environment, this paper examines the breadth of Camus's writing with particular emphasis on the writer's final major work: Exile and the Kingdom (1958). It is proposed that Exile and the Kingdom could and should be read as an attempt by Camus to explicate in full his conceptualisation of the empowering and transforming relationship. These stories reveal the very fleeting and precarious nature of moments of insight and empowerment, and the environments described are very similar to those experienced by teachers-contexts of power, hope, care and fear. They involve individuals confronting one another's differences in terms of language, religion and culture, and they deal with tension and disharmony over privileged knowledge, perceived authority, relations of power, and conflicting perceptions of ignorance, pride and egotism. In showing us the challenges and conflicts inherent in these sorts of contexts-contexts that teachers readily find themselves within-Camus's explication of empowering relations provides teachers with an insight into the nature, import and challenge of those fleeting moments in which trust and transformation is both won and lost. The Precipice between Exile and the KingdomThe title, Exile and the Kingdom , provides the bases for understanding the import of solidarity and the need to pursue such a goal. Camus, following in the footsteps of Martin Buber (1947, p. 98), realised that one's own freedom could only ever be won alongside the promotion of another's. Caring community is needed so that each individual can bring forth the potentiality of the other (Buber, 1966, p. 25). The ability to transform through new perceptions and understanding requires others to question, create and juxtapose the actions and ideals of the individual. Where one pole of this relation is staid or objectifying then the relation cannot grow because each cannot aid the other to perceive and test out empowering possibilities. Camus perceived this relation in the following way:Instead of the implicit and untrammeled dialogue through which we come to recognize our similarity and consecrate our destiny, servitude gives 368 Aidan Curzon-Hobson sway to the most terrible of silences … It kills the small part of existence that can be realized on this earth through the mutual understanding of men. In the same way, since the man who lies shuts himself off from other men, falsehood is therefore prescribed and, on a slightly lower level, murder and violence, which impose definitive silence. (Camus, 1956, p. 283) Thus the title Exile and the Kingdom immediately suggests that one's own potentiality is dependent upon others. It is the nature of the relation that one forges with others, and indeed oneself and the world, which determines whether one will be exiled by and from others or enjoy the kingdom of humankind. The choice of the word exile is therefore important because it denotes a separation from one's homeland and the certainty of never ...

Bridging Literary and Philosophical Genres: Judgement, reflection and education in Camus’The Fall

“…Camus’ writings have also attracted comment from a number of educationists over the years (e.g. Denton, 1964; Greene, 1973; Oliver, 1973; Götz, 1987; Curzon‐Hobson, 2003; Gibbons & Heraud, 2007; Marshall, 2007a,b; Weddington, 2007).…”

Cultural dislocation: finding intercultural possibilities in exile

“…The exile carries many things with them in addition to the weight of loss, they have with them a stigma of being the outsider, solidarity, as well as spirituality (Said, 2000). Exile, is a word that denotes a forever separation from one's homeland and life once known (Curzon-Hobson, 2003).…”

Introduction: Camus and education

“…Articles on Camus can be found in educational journals dating back to the 1960s (e.g. Denton, 1964;Oliver, 1973;Gö tz, 1987;Curzon-Hobson, 2003;Marshall, 2007aMarshall, , 2007bWeddington, 2007). It is more difficult, however, to locate book-length studies with an educational focus.…”