Paulo Freire is a fascinating thinker of education. One of his enormously helpful preoccupations is with the question of power. This concern, of power, has reframed the entire body of discourse about education from moral and scientific to that of power and governance. However, drawing my inspiration from Freire’s text this week, let me ruminate […]
Posts by Muhammed Shah Shajahan:
Sean Micheal Morris’s article, which revolves around the distinctive definition of pedagogy as a relation as well as process, discusses various aspects of digital pedagogy which ends with a few questions. One of them is, what happens when the learning is removed from the classroom and exposed to the entirety of digital landscape? Let me […]
Ludwig Wittgenstein is an Austrian-French philosopher working in the tradition of analytical philosophy. The mentionability of Wittgenstein is, he subverted the norms of thinking philosophically. According to Wittgenstein, philosophy is all about doing problems, that is, if you say you are doing philosophy, it means, you are doing a real life problem. In other words, […]
I find Boostrom’s idea of ‘brave space’, elucidated by Brian Arao and Kristi Clemens (Arao and Clemens 2013, 141) particularly compelling in thinking about the issue of microaggression. Brave space is set up for accommodating/facilitating an open and assertive attempt at addressing the issues of discrimination and privilege in the pedagogical spaces. As most of […]
“There is nothing outside the text”, as French philosopher Jacques Derrida provocatively put it. The world is a text and hence the practice of learning is pervasive without any particular model mandated. Douglas Thomas and John Seely Brown in many ways try to get at the same destination when they proposed a new culture of […]
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