Anarchist Education and the Paradox of Pedagogical Authority

Autor/in	Fretwell, Nathan
Titel	Anarchist Education and the Paradox of Pedagogical Authority
Quelle	In: Educational Philosophy and Theory, 52 (2020) 1, S.55-65 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fretwell, Nathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1594196
Schlagwörter	Educational Philosophy; Educational Practices; Social Systems; Freedom; Power Structure; Authoritarianism; Criticism; Justice; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Social system; Soziales System; Freiheit; Autoritarismus; Kritik; Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article interrogates a key feature of anarchist education; focusing on a problem with implications not only for anarchist conceptions of education, but for anarchist philosophy and practice more broadly. The problem is this: if anarchism consists in the principled opposition to all forms of coercive authority, then how is this to be reconciled with situations where justice demands the use of coercion in order to protect some particular good? It seems that anarchist educators are forced to deny coercive authority in principle, whilst at the same time affirming it in practice. This is the paradox of pedagogical authority in anarchist education. Coercive authority is simultaneously impossible and indispensable. Exploring this paradox through a reading of Jacques Derrida's later work, and, in particular, his conception of justice as requiring openness to the singular situation, I argue that in exercising their authority anarchist educators encounter the aporetic moment in anarchism, experiencing what Derrida calls 'the ordeal of the undecidable'. Understood this way, the paradox becomes less an indication of anarchism's limitations than it does its value. For it is here that the problem of pedagogical authority is treated with the gravity that all questions of justice deserve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01