Children's Participation: An Arendtian criticism

Jessop, Sharon

doi:10.1111/j.1469-5812.2009.00560.x

Cited by 11 publications

(5 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The work of Hannah Arendt (1906-75) is not easy to categorise, but it has been utilised effectively within the educational field in recent times (Gordon, 2001;Gunter, 2014;Jessop, 2011). Her thought has been labelled 'singular', 'unique' (Vollrath & Fantel, 1977, p. 160), or 'strikingly original and disturbingly unorthodox' (Canovan, 1994, p. 1).…”

Section: Hannah Arendt and The Discourse Of Politicsmentioning

confidence: 95%

Knowledge activism: bridging the research/policy divide

Gillies

2014

Critical Studies in Education

View full text Add to dashboard Cite

How research can better inform policy and how policy can have a better research base are longstanding issues both in educational research and across public policy generally. Drawing on the work of Hannah Arendt, this article argues that progress in increasing the impact of research can be made through a clearer understanding of the nature of politics. Arendt's identification of 'persuasion' as the defining activity of the political sphere is used to argue that the communication of research findings, relevant to education policy, must be similarly aligned if it is to be effective. The article views approaches such as knowledge transfer and knowledge exchange as inadequately constructed and instead promotes the concept of 'knowledge activism' as a means by which research evidence can be made operational in political terms. The article acknowledges the risk to academic integrity and objectivity of such overtly political behaviour but argues that remaining outside the political sphere simply guarantees minimal research impact.

show abstract

Section: Hannah Arendt and The Discourse Of Politicsmentioning

confidence: 95%

Knowledge activism: bridging the research/policy divide

Gillies

2014

Critical Studies in Education

View full text Add to dashboard Cite

show abstract

“…Arendt stressed the implications of being part of an unquestioned monstrous system that becomes an unquestioned culture and a taken-for-granted system of bureaucracy. To avoid taking things for granted it is important to develop critical thinking based on the capability to think at a meta level about the implications of choices (Van Gigch, 2003), but also to have in place constitutional structures that protect social and environmental justice for this generation and the next (Jessop, 2009).…”

Section: Empirical Evidence To Support Solidarity and Post-national Rmentioning

confidence: 99%

Recognizing our hybridity and interconnectedness: Implications for social and environmental justice

McIntyre‐Mills

2017

Current Sociology

View full text Add to dashboard Cite

A core capability for sociologists who wish to respond to the complex interconnected social, cultural, political and economic challenges will be the ability to transcend disciplinary boundaries and to work with diverse perspectives. Thus those who inform the argument for this article include De Waal and Dawkins (primatology and philosophy), Kymlicka and Donaldson (animal rights and shared habitat), Hirschman and Hannah Arendt (on economics and politics), Amartya Sen (on economics and morality), Stuart Hall (on identity) and Martha Nussbaum (on social justice). The work of Stiglitz on wellbeing stocks is extended through drawing on Vandana Shiva (on the intersections spanning economics, politics and the environment) and a recognition of our interconnectedness as part of a living system. This provides the basis for intersectional policy approaches to address violence against the planet and violence against those without a voice. This capability is important if we are to inform praxis on governing the Anthropocene, in order to protect both human and animal rights along with their shared and separate habitats.

show abstract

“…Arendt stressed the implications of being part of an unquestioned monstrous system that becomes an unquestioned culture and a 'taken for-granted' system of bureaucracy. To avoid taking things for granted it is important to develop critical thinking based on the capability to think at a Meta level about the implications of our living choices (Van Gigch,2003), but also to have in place constitutional structures that protect social and environmental justice for this generation and the next (Jessop, 2009). …”

Section: Participatory Policy Research Needs To Support Curriculum Dementioning

confidence: 99%

Multicultural Education: Challenges and Opportunities for Participatory Education Research: From Clash of civilisations to Co-creation and Co-determination

McIntyre‐Mills¹

2015

PER

View full text Add to dashboard Cite

The paper addresses ways for multicultural education to respond to current social, cultural, political, economic and environmental challenges in increasingly urbanized areas where the divides between rich and poor are widening. Public education needs to address human capacity and capabilities to live sustainably, because current and future generations face the prospect of 'food deserts' and increasingly impoverished communities in cities without adequate resources to maintain a decent quality of life. Participatory research needs to facilitate the engagement of policy makers and young people to address food, energy and water security by balancing individual and collective needs in rural and urban areas. Educators and policy researchers need to work together with many stakeholders who can contribute diverse ways of knowing to inform discipline based knowledge and better policy decisions. It will require enabling everyone to feel that they are represented, respected and heard within accountable learning communities, supported by a community of practice. Public Participatory Education in a globalised world needs to build the capacity of people to become leaders in their own right who strive not merely for basic needs but also for social and environmental justice by voicing their concerns strategically at the local and regional level.

show abstract

Children's Participation: An Arendtian criticism

Cited by 11 publications

References 5 publications

Knowledge activism: bridging the research/policy divide

Knowledge activism: bridging the research/policy divide

Recognizing our hybridity and interconnectedness: Implications for social and environmental justice

Multicultural Education: Challenges and Opportunities for Participatory Education Research: From Clash of civilisations to Co-creation and Co-determination

Contact Info

Product

Resources

About