Democratic Education for Hope: Contesting the Neoliberal Common Sense

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Abstract

This paper provides a reinterpretation of Paulo Freire’s philosophy of hope and suggests that this interpretation may function as a fruitful ground for democratic education that aims to contest the prevailing neoliberal ‘common sense’. The paper defines hope as a democratic virtue required for resisting the discursive practises and affective mechanisms associated with the contemporary neoliberal ethos ¬– those, which Carlos Alberto Torres characterizes as the “neoliberal common sense” and Lauren Berlant as “cruel optimism”. Conclusively, the paper constructs three principles for democratic education –´history as possibility´, ´the ethics of intervention´, and ´democratization´ – which are intended to function as a foundation for democratic education through which the virtue of hope can be fostered. These principles are argued to form a basis for reviving the political dimensions of education and thus allowing collective transformative action.
Original languageEnglish
JournalStudies in Philosophy and Education
Number of pages15
ISSN0039-3746
DOIs
Publication statusE-pub ahead of print - 9 Feb 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

Cite this

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title = "Democratic Education for Hope: Contesting the Neoliberal Common Sense",
abstract = "This paper provides a reinterpretation of Paulo Freire’s philosophy of hope and suggests that this interpretation may function as a fruitful ground for democratic education that aims to contest the prevailing neoliberal ‘common sense’. The paper defines hope as a democratic virtue required for resisting the discursive practises and affective mechanisms associated with the contemporary neoliberal ethos ¬– those, which Carlos Alberto Torres characterizes as the “neoliberal common sense” and Lauren Berlant as “cruel optimism”. Conclusively, the paper constructs three principles for democratic education –´history as possibility´, ´the ethics of intervention´, and ´democratization´ – which are intended to function as a foundation for democratic education through which the virtue of hope can be fostered. These principles are argued to form a basis for reviving the political dimensions of education and thus allowing collective transformative action.",
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author = "Katariina Tiainen and Anniina Leivisk{\"a} and Kristiina Brunila",
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AB - This paper provides a reinterpretation of Paulo Freire’s philosophy of hope and suggests that this interpretation may function as a fruitful ground for democratic education that aims to contest the prevailing neoliberal ‘common sense’. The paper defines hope as a democratic virtue required for resisting the discursive practises and affective mechanisms associated with the contemporary neoliberal ethos ¬– those, which Carlos Alberto Torres characterizes as the “neoliberal common sense” and Lauren Berlant as “cruel optimism”. Conclusively, the paper constructs three principles for democratic education –´history as possibility´, ´the ethics of intervention´, and ´democratization´ – which are intended to function as a foundation for democratic education through which the virtue of hope can be fostered. These principles are argued to form a basis for reviving the political dimensions of education and thus allowing collective transformative action.

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