By Gert Biesta (auth.), Gert Biesta, Maria De Bie, Danny Wildemeersch (eds.)
This books explores the relationships among studying, democratic citizenship and the general public sphere from thee interconnected angles: concept, technique and study. the most message of the booklet is that civic studying inevitably has a public personality, because it is studying that emerges from engagement in democratic strategies and practices that take place either on the centre and the margins of society. via a mixture of theoretical improvement, methodological mirrored image and empirical case examine, the chapters within the booklet supply new insights within the complexities of studying within the context of the continued fight for democracy.
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Extra info for Civic Learning, Democratic Citizenship and the Public Sphere
Historically this took two very different political routes. In the libertarian form, the freedom of the individual citizen and his or her right to be unencumbered by the state is paramount (unless the law is transgressed or the arrangement of freedom guaranteed by the state is being challenged); here citizens are primarily private individuals, free to be different and to arrange their own affairs largely by ‘playing the market’ as the embodiment of this freedom. In the social-democratic form of citizenship, the freedom of the citizen rests on the right to be equal in his or her relationship to the state and hence also to each other, at least as far as the satisfaction of basic human needs is concerned.
Latour, & P. ), Making things public. Atmospheres of democracy (Catalogue for the show at the Zentrum für Kunst und Medientechnologie, Karlsruhe) (pp. 4–31). Cambridge: MIT-Press. , & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. 28 D. Wildemeersch Lingis, A. (1994). The community of those who have nothing in common. Bloomington: Indiana University Press. Marres, N. (2005). Issues spark a public into being. In B. Latour, & P. ), Making things public.
Interesting in this view on learning is that the traditional distinction between experts and laypersons fades away to a certain extent. Latour even goes so far as to say that everyone involved in these hybrid processes is somehow handicapped and needs crutches to deal with the challenges. This applies as well to the expert as to the layperson. And, as a consequence, the traditional opposition between expert and layperson is getting blurred. ‘By fostering the unfolding of these explorations and learning processes, hybrid forums take part in a challenge, a partial challenge at least, to the two great typical divisions of our Western societies: the division that separates specialists and laypersons and the division that distances ordinary citizens from their institutional representatives.