Derrida, Deconstruction and Education: Ethics of Pedagogy and Research

Derrida has not received the attention he deserves in the field of education, yet his critique of Western metaphysics indicates that deconstruction is nothing other than a new pedagogy of the text. This book takes as a premise that Derrida is a profound educational thinker, who from the very beginning concerned himself with questions of pedagogy. Written by a team of international scholars, it comprises a series of original essays, exploring the significance of Derrida’s thought for education, pedagogy, and the ethics of teaching and research. Each scholar addresses in a provocative and inventive way, the unconventional readings that deconstruction engenders regarding some of the most basic philosophical questions of teaching and of learning.

Spis treści:
Notes on Contributors.
Preface.
1. Introduction: Derrida and the Philosophy of Education: Peter Trifonas (Ontario Institute for Studies in Education, University of Toronto).
2. Applied Derrida: (Mis)Reading the Work of Mourning in Educational Research: Patti Lather (Ohio State University).
3. The Teaching of Philosophy: Renewed Rights and Responsibilities: Denise Egea–Kuehne (Louisiana State University, Baton Rouge).
4. The Ethics of Science and/as Research: Deconstruction and the Orientations of a New Academic Responsibility: Peter Trifonas (Ontario Institute for Studies in Education, University of Toronto).
5. Archiving Derrida: Marla Morris (Georgia Southern University).
Derrida, Pedagogy and the Calculation of the Subject: Michael A. Peters (University of Glasgow).
6. Signal Event Context: Trace Technologies of the Habit@online: Robert Luke (University of Toronto).
7. Dewey, Derrida and ‘The Double Bind’: Jim Garrison (Virginia Tech in Blacksburg, Virginia).
Index.

Nota biograficzna:
Peter Pericles Trifonas teaches Social and Cultural Studies in Education at the University of Toronto. He is the author or editor of Pedagogies of Difference (2003), Ethics, Institutions and the Right to Philosophy by Jacques Derrida (2002), Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory (2000), and The Ethics of Writing: Derrida, Deconstruction, and Pedagogy (2000).
Michael A. Peters is Professor of Education at the University of Glasgow and the University of Auckland. He has published over 100 articles and is the author or editor some 25 books, including Poststructuralism, Marxism and Neoliberalism (2001), Nietzsche’s Legacy for Education (2001), Wittgenstein: Philosophy, Postmodernism, Pedagogy (1999), Poststructuralism, Politics and Education (1996) and Education and the Postmodern Condition (1995).

Okładka tylna:
Derrida has not received the attention he deserves in the field of education, yet his critique of Western metaphysics indicates that deconstruction is nothing other than a new pedagogy of the text. This book takes as a premise that Derrida is a profound educational thinker, who from the very beginning concerned himself with questions of pedagogy. Written by a team of international scholars, it comprises a series of original essays, exploring the significance of Derrida’s thought for education, pedagogy, and the ethics of teaching and research. Each scholar addresses in a provocative and inventive way, the unconventional readings that deconstruction engenders regarding some of the most basic philosophical questions of teaching and of learning.