Before Recognition, and after: The Educational Critique

Autor/in	Bingham, Charles
Titel	Before Recognition, and after: The Educational Critique
Quelle	In: Educational Theory, 56 (2006) 3, S.325-344 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2006.00229.x
Schlagwörter	Stellungnahme; Educational Theories; Racial Factors; Gender Issues; Sexuality; Criticism; Identification (Psychology); Social Theories; Social Problems; Recognition (Psychology); Social Attitudes + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Geschlechterfrage; Sexualität; Kritik; Gesellschaftstheorie; Social problem; Soziales Problem; Recognition; Wiedererkennen; Social attidude; Soziale Einstellung
Abstract	Social struggles that turn on race, gender, and sexuality are struggles for recognition. At least, this has been a widespread assumption for decades. Yet this assumption has come under critique of late. In this essay, Charles Bingham looks into the debate that surrounds the recognitive paradigm. He looks both at the general (noneducational) debate, and then at the more specific educational debate around recognition. He concludes by highlighting the practical contributions that educators bring to recognitive discourse. Such practical contributions are missing from the more general debate as it has been articulated by cultural theorists. Educational thought adds a significant, and particularly useful, dimension to discussions surrounding the recognitive assumption. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10