Education, Justice, and Equality Conceptual articulation and problematization of the significant “educational inclusión”
This paper analyzes education from the perspective of justice and equality, based on the contributions of French philosophers Jacques Derrida and Jacques Rancière. From Derrida’s perspective, the concept of deconstruction conceived as the possibility of justice is recovered, as well as the concepts...
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| Format: | Article |
| Language: | English |
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Asociación Latinoamericana de Filosofía de la Educación
2020-08-01
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| Series: | IXTLI |
| Online Access: | http://ixtli.org/revista/index.php/ixtli/article/view/139 |
| _version_ | 1818340970038558720 |
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| author | Stefanía Conde Irigaray |
| author_facet | Stefanía Conde Irigaray |
| author_sort | Stefanía Conde Irigaray |
| collection | DOAJ |
| description | This paper analyzes education from the perspective of justice and equality, based on the contributions of French philosophers Jacques Derrida and Jacques Rancière. From Derrida’s perspective, the concept of deconstruction conceived as the possibility of justice is recovered, as well as the concepts of hospitality and inheritance. These concepts are articulated in a way that enables us to think of education as justice. On the other hand, from the Rancerian perspective, the notion of equality of intelligence is taken up again, understood as a starting point that makes emancipation possible. It is assumed that both justice and equality are powerful principles that help us think about the field of education, and within this framework, about the subjects of education from the perspective of (im)possibility. From this conceptual articulation, the significant “educational inclusion” that has dominated the educational policy discourse in Uruguay within the framework of progressive governments (2005-2019) is problematized, addressing some of its constitutive tensions. |
| first_indexed | 2024-12-13T15:51:21Z |
| format | Article |
| id | doaj.art-367b2782994540a7ad9f89ba441d9609 |
| institution | Directory Open Access Journal |
| issn | 2408-4751 |
| language | English |
| last_indexed | 2024-12-13T15:51:21Z |
| publishDate | 2020-08-01 |
| publisher | Asociación Latinoamericana de Filosofía de la Educación |
| record_format | Article |
| series | IXTLI |
| spelling | doaj.art-367b2782994540a7ad9f89ba441d96092022-12-21T23:39:28ZengAsociación Latinoamericana de Filosofía de la EducaciónIXTLI2408-47512020-08-01714149172135Education, Justice, and Equality Conceptual articulation and problematization of the significant “educational inclusión”Stefanía Conde Irigaray0Universidad de la RepúblicaThis paper analyzes education from the perspective of justice and equality, based on the contributions of French philosophers Jacques Derrida and Jacques Rancière. From Derrida’s perspective, the concept of deconstruction conceived as the possibility of justice is recovered, as well as the concepts of hospitality and inheritance. These concepts are articulated in a way that enables us to think of education as justice. On the other hand, from the Rancerian perspective, the notion of equality of intelligence is taken up again, understood as a starting point that makes emancipation possible. It is assumed that both justice and equality are powerful principles that help us think about the field of education, and within this framework, about the subjects of education from the perspective of (im)possibility. From this conceptual articulation, the significant “educational inclusion” that has dominated the educational policy discourse in Uruguay within the framework of progressive governments (2005-2019) is problematized, addressing some of its constitutive tensions.http://ixtli.org/revista/index.php/ixtli/article/view/139 |
| spellingShingle | Stefanía Conde Irigaray Education, Justice, and Equality Conceptual articulation and problematization of the significant “educational inclusión” IXTLI |
| title | Education, Justice, and Equality Conceptual articulation and problematization of the significant “educational inclusión” |
| title_full | Education, Justice, and Equality Conceptual articulation and problematization of the significant “educational inclusión” |
| title_fullStr | Education, Justice, and Equality Conceptual articulation and problematization of the significant “educational inclusión” |
| title_full_unstemmed | Education, Justice, and Equality Conceptual articulation and problematization of the significant “educational inclusión” |
| title_short | Education, Justice, and Equality Conceptual articulation and problematization of the significant “educational inclusión” |
| title_sort | education justice and equality conceptual articulation and problematization of the significant educational inclusion |
| url | http://ixtli.org/revista/index.php/ixtli/article/view/139 |
| work_keys_str_mv | AT stefaniacondeirigaray educationjusticeandequalityconceptualarticulationandproblematizationofthesignificanteducationalinclusion |