The Educational Challenge of Unraveling the Fantasies of Ontological Security

Autor/inn/en	Stein, Sharon; Hunt, Dallas; Suša, Rene; de Oliveira Andreotti, Vanessa
Titel	The Educational Challenge of Unraveling the Fantasies of Ontological Security
Quelle	In: Diaspora, Indigenous, and Minority Education, 11 (2017) 2, S.69-79 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2017.1291501
Schlagwörter	Figurative Language; Educational Philosophy; Housing; National Security; Safety; Social Systems; Foreign Policy; Humanism; Global Approach; Nationalism; Public Policy + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Unterkunft; National territory; Security; Staatsgebiet; Sicherheit; Social system; Soziales System; Außenpolitik; Humanismus; Globales Denken; Nationalismus; Öffentliche Ordnung
Abstract	In this article we address the current context of intensified racialized state securitization by tracing its roots to the naturalized colonial architectures of everyday modern life--which we present through the metaphor of "the house modernity built." While contemporary crises are often perceived to derive from external threats to the house, we argue that in fact these crises are a product of the violent and unsustainable practices that are required in order to build and sustain the house itself. As the structural integrity of the house increasingly comes under strain, there are different possible responses, three of which we review here. We conclude by asking what kind of education might enable us to imagine and practice alternative formations of existence in a context where the house appears to be crumbling, and, indeed, has always been a fantasy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01