Political Acts? Toward the Recuperation of Opinion

Autor/in	Harwood, Valerie
Titel	Political Acts? Toward the Recuperation of Opinion
Quelle	In: Educational Theory, 60 (2010) 1, S.117-128 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2010.00349.x
Schlagwörter	Opinions; Intellectual Disciplines; Interdisciplinary Approach; Disabilities; Equal Education; Educational Philosophy; Educational Theories; Educational Environment; Politics of Education; Educational Principles; Critical Theory; Ethics + Suchen Sie Ihr Suchwort? Lehrmeinung; Geisteswissenschaften; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Handicap; Behinderung; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungspolitik; Bildungsprinzip; Kritische Theorie; Ethik
Abstract	Encouraging debate on inclusion and equity can meet with awkward silences, particularly across disciplinary boundaries. In disability studies, for example, it can be difficult to build dialogue with other disciplines; as a consequence, the different disciplinary groups within the field of education often end up working in their own "equity" silos. In this essay Valerie Harwood addresses this concern by drawing on Hannah Arendt's emphasis on the importance of opinion together with Michel Foucault's work on truth-telling and critique. Following Arendt's emphasis on opinion and the political, Harwood makes the case that political acts in education require that we recuperate the importance of opinion "and" to take account of how truth functions in our contemporary context. (Contains 49 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10