Open Access (free)
Recognition, Vulnerability and the International
Kate Schick

2 Unsettling Pedagogy: Recognition, Vulnerability and the International Kate Schick Social and political theorists are becoming increasingly interested in the philosophy of education. Axel Honneth, for example, maintains that education is the ‘twin sister’ of democratic theory but notes that over the past century

in Recognition and Global Politics
Bilge Firat

3 The accession pedagogy Enlargement from soft power to pedagogy When the Turkish foreign minister revealed his government’s desire to apply for membership of the European Economic Community on 14 April 1987 with letters hand-delivered to the Belgian foreign minister and president of the Community and to the president of European Commission, no one in his cabinet anticipated the post-1989 reterritorialisation in Europe (Keskin 2001). A little over a year earlier, in 1986, the Community had enlarged for the third time with the ac­ cessions of Spain and Portugal

in Diplomacy and lobbying during Turkey’s Europeanisation
Daniel Weinbren

6 Pedagogies promoting participation The Open University has always faced the task of balancing independent study with collaborative learning. Stephen Brookfield observed that ‘all learning exhibits some independence’ and survey evidence suggests that many students at the OU favour working by themselves.1 At the same time the trend across the university has been towards encouraging forms of social interaction. Since the 1990s the OU’s pedagogy has aimed to enable students to build their own mental structures through transformative dialogue. The intention has

in The Open University
Mark Garavan

8 Paulo Freire’s Pedagogy of the Oppressed Mark Garavan Introduction When the contemporary reader first approaches Paulo Freire’s Pedagogy of the Oppressed there may be some initial barriers to be confronted. First, precisely what kind of book is it? Is it an education textbook providing instructions for achieving adult literacy? Is it a manifesto for a ‘new person’, a quasi-religious exhortation to social and political justice? Is it a call for revolution outlining a radical new method for achieving ‘bottom-up’ social transformation? Second, in the light of so

in Mobilising classics
Abstract only
Andrew Klevan

A note on pedagogy The book has aimed to give a perspicacious account of the theory and practice of aesthetic evaluation particularly as it relates to film. It hopes to encourage the development of new generative avenues for pursuing appraisals; further the exploration of concepts and criteria; and lead to the refinement of process and procedure. Because the strength of any discipline is maintained by good pedagogy, providing some guidance pertaining to this matter is worthwhile. To help students orientate their work towards evaluation, Richard Foster offers the

in Aesthetic evaluation and film
Experiences from higher education institutions
Felix M. Bivens

5 Curricular and pedagogical impacts of community-based research: experiences from higher education institutions Felix M. Bivens Introduction Universities no longer monopolize knowledge. Once seen as society’s primary institution for preserving, creating and disseminating knowledge, higher education institutions (HEIs) now find themselves in a world in which knowledge is too commercially valuable and omnipresent to be contained within academy walls. The advent of the knowledge economy has seen the proliferation of other organizations, many profit driven, which

in Knowledge, democracy and action
or, The Self-Possessed Child
Steven Bruhm

The late twentieth century is fascinated by the phenomenon of the gothic child, the child who manifests evil, violence, and sexual aggression. On the face of it, this evil is “caused” by either medical or social factors: medicinal drugs, radiation, or the corrupting influences,of political others. However, this essay argues that the gothic child actually arises from conflicting forces of child-philosophies, the intersection of Romantic childhood innocence with Freudian depth models. These models tacitly point to a child that “is” rather than “is,made”, a child that belies contemporary parental attempts to make it be otherwise. Moreover, the idea that the child is somehow immune to parental influence – that it is self-possessed rather than possessed by another – extends to the current notion of,the “inner child”, that “self” who is the seat of identity and coherence. Because of this, the gothic as often fantasizes the killing of the “child within” as it revels in killing the child without.

Gothic Studies
Representations of Lower-Class Voices in Ann Radcliffe’s Novels
Reema Barlaskar

This paper investigates lower-class voices within the context of anti-Gothic criticism, using Ann Radcliffe’s novels and early Gothic critic Joseph Addison’s essays to highlight the ways in which Radcliffe reassigns value to the Gothic aesthetic. It further emphasizes Radcliffe’s reconfiguration of domestic roles as she positions patriarchal figures as anti-Gothic critics, the heroine as reader of gothic narratives, and lowerclass voices and tales as gothic texts. The Mysteries of Udolpho and Romance of the Forest subvert critical discourse and its motif of servants’ contagious irrationality. In Radcliffe’s novels, ‘vulgar’ narratives as superstitious discourse do not spread fear to susceptible heroines, embodiments of bourgeois virtue, but demonstrate the ways in which fear is a construct of patriarchal discourse. Servants and country people, in turn, construct a pedagogy for reading gothic texts that permit heroines to deconstruct metaphors of ghostly haunting embedded in their tales and resist patriarchal hegemony and interpretative authority over gothic texts.

Gothic Studies
Education and revolution in eighteenth-century France

This book offers a new interpretation of the debates over education and politics in the early years of the French Revolution. This period witnessed a series of amazingly ambitious efforts to reform and reinvent the nation's political institutions, cultural politics, and social order. Deputies, political commentators, and private citizens alike recognized that reinventing French politics and transforming French society would require rethinking the principles and practices of education. The book aims to recapture the dynamism of this polyvalent debate and to flesh out the ambitions and dilemmas that gave it meaning during this most turbulent of historical moments. It traces an ambivalent strain in Enlightenment thought on education, a deep tension at the point of contact between seemingly limitless philosophical possibilities and the apparent limitations imposed by political and social realities. The book analyses the debate over education amid broader concerns about the nature and efficacy of representative government and the nascent idea of "public instruction" from its emergence as a revolutionary ambition through efforts to fulfill the constitutional promise of national education. It argues for a new understanding of "public instruction" as a pedagogical and political ideal and, with that, a revised sense of education's role in regenerating France and in working towards a representative and participatory system of government. The book also focuses on letters and proposals submitted by people affiliated or associated with the schools and related institutions. Finally, it surveys the changes the "education question" took on an explicitly republican form after September 1792.

Abstract only
Beyond landscape and lyricism
Author: John Kinsella

This book explores the author's contemporary poetics and pedagogy as it emerges from his reflections on his own writing and teaching, and on the work of other poets, particularly contemporary writers with whom he feels some affinity. At its heart is the author's attempt to elaborate his vision of a species of pastoral that is adequate to a globalised world (the author himself writes and teaches in the United States, the UK and his native Australia), and an environmentally and politically just poetry. The book has an autobiographical element, as the author explores the pulse of his poetic imagination through significant moments and passages of his life.