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Global social movements and dialogical pedagogy: politics, power and process

chapter
posted on 2019-01-01, 00:00 authored by Emma RoweEmma Rowe, Jessica Gerrard
In this chapter, we draw on global social movements as a critical lens for exploring the democratic right to assembly and consensual decision making. Our discussion is framed within Chantal Mouffe’s agonistic model of politics, standing distinct from John Rawls’s political liberalism and Jürgen Habermas’s deliberate democracy. Using this as our theoretical frame, we explore the social movement as a preeminent example of the democratic right to public assembly. We suggest that bringing an understanding of social movements to educational practices can provide important insight for understanding both the radical exclusions that lie latent in systems of education and the possibility for moving towards educational practices committed to notions of inclusion and equity, albeit contested. By drawing attention to these movements and endeavouring to explore what these movements can offer the classroom—an important social and cultural institution—we are seeking to interject critical contributions around politics, power and process.

History

Title of book

Re-imagining education for democracy

Chapter number

3

Pagination

28 - 41

Publisher

Routledge

Place of publication

Abingdon, Eng.

ISBN-13

9781000006926

Language

eng

Publication classification

B1 Book chapter

Copyright notice

2019, Emma Rowe and Jessica Gerrard

Extent

16

Editor/Contributor(s)

Stewart Riddle, Michael Apple

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