A Schizoanalytical Praxis for Social Justice Education

Autor/in	Carstens, Delphi
Titel	A Schizoanalytical Praxis for Social Justice Education
Quelle	In: Education as Change, 21 (2017) 2, S.25-44 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Philosophy; Praxis; Social Justice; Neoliberalism; Social Systems; Social Theories; Models; Politics of Education; Educational Change; Goal Orientation; Futures (of Society); Humanism; Postmodernism; Educational Practices; Blacks; Foreign Countries; Social Change; Activism; South Africa + Suchen Sie Ihr Suchwort? Philosophie; Soziale Gerechtigkeit; Neo-liberalism; Neoliberalismus; Social system; Soziales System; Gesellschaftstheorie; Analogiemodell; Educational policy; Bildungspolitik; Bildungsreform; Zielorientierung; Zielvorstellung; Future; Society; Zukunft; Humanismus; Postmoderne; Bildungspraxis; Black person; Schwarzer; Ausland; Sozialer Wandel; Aktivismus; Politischer Protest; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper uses Deleuzoguattarian schizoanalysis to interrogate concepts of social justice in relation to the crisis of neo-liberal capitalism by referring to the work of the Situationist International movement, the posthuman philosophy of Giles Deleuze and Félix Guattari as well as Afrofuturism. Providing an array of new theoretical responses as well as pedagogical models that directly engage with social justice issues, Deleuze and Guattari offer an immanent model for a politics and pedagogy that is primarily concerned with becoming. I argue that finding new ways of dealing with the notion of change, or in terms of Deleuzoguattarian philosophy, becoming, is critical to making sense of contemporary concerns around issues of decolonisation as well as the move toward progressive transformation in education. This paper argues, furthermore, that addressing issues of social justice requires a type of shizoanalytical approach that is future-orientated and aligned with posthuman and not postmodern concerns. A schizoanalytical approach, as I will argue, intersects not only with critical posthumanism, but also with the new materialist and affective turns in current scholarship, drawing together varied environmental, political, and social concerns that pertain to the practice and scholarship of contemporary pedagogy in South Africa and elsewhere. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01