Relational freedom and equality in learning: the affect of Sartre and Rancière

Matthews, Miranda. 2021. Relational freedom and equality in learning: the affect of Sartre and Rancière. Pedagogy, Culture and Society, ISSN 1468-1366 [Article] (In Press)

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Abstract or Description

The will to have freedom and a will to experience equality in learning form a vital relation to our capacity to make choices in life. This article offers a comparison between Sartre and Rancière that is new to the field of research in education, and contributes an argument for relational philosophy of freedom and equality. Existentialist insights into how we experience the world through affect and embodied intelligence are raised in this exploration of the contemporary significance of ‘freedom’ in education. Questions of capacity for free choice are addressed, in discussion of historically different opportunities across identifications of gender, class and ethnicity - within and outside formal education. In this comparative approach, constructive parallels are identified between Sartre’s philosophy of freedom and Rancière’s method of equality, that form a new relation to the arts and learning. I argue that there are positive connections that can affirm flexible, responsive, and representative free thinking in creative practice.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/14681366.2021.1872683

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
18 December 2020Accepted
16 January 2021Published Online

Item ID:

29706

Date Deposited:

05 Feb 2021 11:06

Last Modified:

19 Jun 2021 09:30

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

https://research.gold.ac.uk/id/eprint/29706

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