PL EN


2017 | 18 | 89-101
Article title

On democratic adult education: navigating the dialogue between consensus and dissensus in contemporary multicultural communities

Authors
Content
Title variants
PL
O demokratycznej edukacji dorosłych: kierowanie dialogiem pomiędzy konsensusem a dyskryminacją we współczesnych społecznościach wielokulturowych
Languages of publication
EN
Abstracts
EN
In this article the author explores possibilities for democratic adult education understood as “citizenship as practice” in contemporary multicultural communities that are characterised by pluralism and difference. Priority is given to the political dimension of education and learning and to the concept of democracy, which is inevitably linked to the open space of debate, disagreement, struggle and “conflict” because these represent the raison d’être for democratic practices. Beginning with Habermas’s notion of deliberative democracy and the public sphere, the author demonstrate how this notion of democracy fails to adequately address the issues relating to power and difference that are crucial in today’s multicultural communities. By drawing on Mouffe’s and Rancière’s notion of “the political” and “politics” he rather argues that democratic citizenship is perceived to be a democratic practice in which all potentially affected members of a community can actively participate and speak as equal members regardless of their (legal) status, and where democratic practices can be experienced as learning opportunities. In the conclusion, conceptualisation of adult education and how it relates to democratic citizenship in the contemporary multicultural world is presented.
PL
W niniejszym artykule autor rozpoznaje możliwości demokratycznej edukacji dorosłych, rozumiejącej „obywatelstwo jako praktykę” we współczesnych społecznościach wielokulturowych, które charakteryzuje pluralizm i różnica. Priorytetem jest polityczny wymiar edukacji, uczenie się oraz koncepcja edukacji. Jest to nierozłącznie związane z otwartą przestrzenią debaty, niezgody i „konfliktu”, co stanowi podstawę dla praktyki demokracji. Zaczynając od koncepcji Jürgena Habermasa, dotyczącej deliberatywnej demokracji i strefy publicznej, gdzie już sam autor ukazywał braki tej koncepcji, niewystarczająco odpowiadającej kwestiom związanym z władzą i różnicą, które są tak istotne dla współczesnych społeczności wielokulturowych. Habermas, odnosząc się do koncepcji Chantal Mouffe i Jacques’a Rancière’a na temat „polityczności” i „polityki”, argumentuje, że demokratyczne obywatelstwo powinno być postrzegane jako demokratyczna praktyka, w której wszyscy potencjalni członkowie społeczności mogą w niej aktywnie uczestniczyć i mówić jako równi członkowie niezależnie od ich statusu. Wówczas demokratyczna praktyka może być także doświadczana jako możliwość uczenia się. W konkluzji autor przedstawił koncepcję edukacji dorosłych i jej związek z demokratycznym obywatelstwem we współczesnych społecznościach wielokulturowych.
Year
Volume
18
Pages
89-101
Physical description
Dates
published
2017
Contributors
author
References
  • Biesta G. (2010), A new logic of emancipation: the methodology of Jacques Rancière, “Educational Theory”, 60(1), pp. 39-59.
  • Biesta G. (2014), Learning in Public Places: Civic Learning for the Twenty-First Century, in: Civic Learning, Democratic Citizenship and the Public Sphere, G. Biesta, M.D. Bie and D. Wildemeersch (eds), Springer, Dordrecht, pp. 1-11.
  • Biesta G. and Cowell G. (2016), Cities, citizenship and civic learning: Introduction to the special edition, “Policy Futures in Education”, 14(4), pp. 427-430.
  • Brookfield S.D. (2010), Learning Democratic Reason: The Adult Education Project of Jürgen Habermas, in: Habermas, Critical Theory and Education, M. Murphy and T. Fleming (eds), Routledge, New York–London, pp. 125-136.
  • Desjardins R. and Rubenson K. (2013), Editorial, “European Journal of Education”, 48(2), pp. 193-199.
  • Doerr N. (2013), Between Habermas and Rancière: The Democracy of Political Translation, http://eipcp.net/transversal/0613/doerr/en, 20.05.2016.
  • Evans R., Kurantowicz E. and Lucio-Villegas E. (2016), Introduction, in: Researching and Transforming Adult Learning and Communities. The Local/Global Context, R. Evans, E. Kurantowicz and E. Lucio-Villegas (eds), Sense Publishers, Rotterdam, pp. 1-12.
  • Finlayson J.G. (2005), Habermas: A Very Short Introduction, Oxford University Press, New York.
  • Fleming T. (2002), Habermas on Civil Society, Lifeworld and System: Unearthing the Social in Transformation Theory, “Teachers College Record”, pp. 1-17.
  • Fleming T. and Murphy M. (2010), Taking Aim at the Heart of Education: Critical Theory and the Future of Learning, in: Habermas, Critical Theory and Education, M. Murphy and T. Fleming (eds), Routledge, New York–London, pp. 201-207.
  • Fraser N. (2007), Transnationalizing the Public Sphere: On the Legitimacy and Efficacy of Public Opinion in a Post-Westphalian World, “Theory, Culture & Society”, 24(4), pp. 7-30.
  • Habermas J. (1996), Between Facts and Norms. Contributions to a Discourse Theory of Law and Democracy, The MIT Press, Cambridge.
  • Jarvis P. and Griffin C. (eds) (2003), Adult and Continuing Education: Major Themes in Education, Routledge, London–New York.
  • Karppinen K., Moe H. and Svensson J. (2008), Habermas, Mouffe and political communication: A case for theoretical eclecticism, “Javnost-The Public”, 15(3), pp. 5-22.
  • Koczanowicz L. (2013), Education for Resistance, Education for Consensus?: Non-Consensual Democracy and Education, in: Education and the Political. New Theoretical Articulations, T. Szkudlarek (ed.), Sense Publishers, Rotterdam, pp. 25-39.
  • Kymlicka W. (2007), Multicultural Odysseys: Navigating the New International Politics of Diversity, Oxford, New York.
  • Lattke S. and Jütte W. (eds) (2014), Professionalisation of Adult Educators: International and Comparative Perspectives, Peter Lang, Frankfurt am Main.
  • Low R. (2016), Making up the Ummah: The rhetoric of ISIS as public pedagogy, “Review of Education, Pedagogy, and Cultural Studies”, 38(4), pp. 297-316.
  • Lucio-Villegas E. and Fragoso A. (2015), A Tramp Shining: The Popular (Commu-nity) Educator in the Age of Lifelong Learning, in: Researching and Transforming Adult Learning and Communities. The Local/Global Context, R. Evans, E. Kurantowicz and E. Lucio-Villegas (eds), Sense Publishers, Rotterdam, pp. 27-38.
  • Mikulec B. (2015), The Possibilities of Intercultural Education in European Society, “International Journal of Euro-Mediterranean Studies”, 8(1), pp. 43-61.
  • Mouffe C. (2005), On the Political, Routledge, Abingdon.
  • Rancière J. (1999), Disagreement: Politics and Philosophy, University of Minnesota Press, Minneapolis.
  • Rancière J. (2012), Proletarian Nights. The Workers Dream in Nineteenth-Century France, Verso, London–New York.
  • Vandenabeele J., Reyskens P. and Wildemeersch D. (2011), Diverse views on citizenship, community and participation: Exploring the role of adult education research and practice, “European Journal for Research on the Education and Learning of Adults”, 2(2), pp. 193-208.
  • Veloso E. and Guimarães P. (2015), Education and Empowerment in Later Life, in: Learning across Generations in Europe. Contemporary Issues in Older Adult Education, B. Schmid-Herta, S. Jelenc Krašovec and M. Formosa (eds), Sense Publishers, Rotterdam, pp. 35-46.
  • Welton M. (2001), Civil Society and the public sphere: Habermas’s recent learning theory, “Studies in the Education of Adults”, 33(1), pp. 20-34.
  • Wildemeersch D. (2014a), Displacing Concepts of Social Learning and Democratic Citizenship, in: Civic Learning, Democratic Citizenship and the Public Sphere, G. Biesta, M.D. Bie and Wildemeersch D. (eds) Springer, Dordrecht, pp. 15-28.
  • Wildemeersch D. (2014b), Adult and community education in complex societies: reconsidering critical perspectives, “International Journal of Lifelong Education”, 33(6), pp. 821-831.
  • Wildemeersch D. and Kurantowicz E. (2011), Editorial: Adult education and the community, “European Journal for Research on the Education and Learning of Adults”, 2(2), pp. 129-133.
  • Wildemeersch D. and Vandenabeele J. (2010), Issues of citizenship: com-ing-into-presence and preserving the difference, “International Journal of Lifelong Education”, 29(4), pp. 487-502.
  • Žižek S. (2008), Violence, Profile Books, London.
  • Žižek S. (2015a), In the Wake of Paris Attacks the Left Must Embrace Its Radical Western Roots,
  • http://inthesetimes.com/article/18605/breaking-the-taboos-inthe-wake-of-paris-attacks-
  • theleft-must-embrace-its, 20.05.2016.
  • Žižek S. (2015b), The Need to Traverse the Fantasy, http://inthesetimes.com/article/18722/
  • Slavoj-Zizekon-Syria-refugeesEurocentrism-WesternValues-Lacan-Islam, 20.05.2016.
Document Type
Publication order reference
Identifiers
ISSN
2084-2740
YADDA identifier
bwmeta1.element.desklight-4af9dac8-ec79-4101-b8dc-991faf1c7d66
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.