Learner, Student, Speaker: Why It Matters How We Call Those We Teach

Autor/in	Biesta, Gert
Titel	Learner, Student, Speaker: Why It Matters How We Call Those We Teach
Quelle	In: Educational Philosophy and Theory, 42 (2010) 5-6, S.540-552 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2010.00684.x
Schlagwörter	Educational Philosophy; Equal Education; Educational Practices; Students + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Student; Schüler; Schülerin; Studentin
Abstract	In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Ranciere I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10