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Happiness, Hope, and Despair About the author Peter Roberts is Professor of Education and Director of the Educational Theory, Policy and Practice Research Hub at the University of Canterbury in New Zealand. His most recent books include Education, Ethics and Existence: Camus and the Human Condition (with Andrew Gibbons and Richard Heraud, 2015), Better Worlds: Education, Art, and Utopia (with John Freeman-Moir, 2013), Paulo Freire in the 21st Century: Education, Dialogue, and Transformation (2010), and Neoliberalism, Higher Education and Research (with

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Happiness, Hope, and Despair ← viii | ix → CONTENTS Introduction: Living on the Edge: Happiness, Hope, and Despair in Education Chapter 1: Education, Faith, and Despair: Wrestling with Kierkegaard Chapter 2: Doubt, Discomfort, and Immortality: Educational Possibilities in the Work of Miguel de Unamuno Chapter 3: Attention, Asceticism, and Grace: Simone Weil and Higher Education Chapter 4: Hope, Despair, and Liberation: Paulo Freire and Educational Struggle Chapter 5: Educative Suffering? Dostoevsky as Teacher Chapter 6: Pain, Pleasure, and Peacefulness: An

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Contents Foreword vii Part One What is Care? 1 Chapter One Introduction 3 Chapter Two Why Should We Care? 17 Part Two The Interpersonal Dimension 49 Chapter Three Carl Rogers: A Framework for Personal Liberation 51 Chapter Four The Challenges of Integral Social Care 69 Chapter Five The Characteristics of the Integral Social Carer 103 Part Three The Socio-Political Dimension 123 Chapter Six Paulo Freire: A Framework for Social and Political Liberation 125 vi Chapter Seven The Human Person as a Social Being 141 Part Four Integral Liberation 165 Chapter Eight

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feelings 87 for all 40, 194–5 never for applause 93 practised in the ordinary 196, 198 purpose of 11–12, 162, 195 non-violence 199 Conf lict 99–100, 143–4, 195, 208–9 avoiding 61, 64 Congruence 13, 65–6 Conscientization 127, 129, 134, 139, 163, 178, 205 see also Freire Consumerism 20, 77 epitome of rational behaviour 145 Culture 8, 17–20 of care 15 of silence 82, 117, 179 see also Freire 218 Index Human being dominant ideas of 24–5, 39 pictures of 17–18 subject and object of care 10, 13, 141 Humanization 10–13, 43, 51, 66, 74, 78, 91 care and compassion at heart of 36

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Contents List of Figures ix Stephen Cowden and David Ridley Introduction 1 Sarah Galloway 1 Rancière, Freire and Critical Pedagogy 21 Oliver Davis 2 ‘Glearning’ from Rancière 45 Jeremy F. Lane 3 Neither ‘Sociologist’ Nor ‘Republican’: The ‘Singularity’ of Rancière’s Intervention in French Education Debates 67 David Ridley 4 Flipping for Profit or Equality? Rancière and the Marketisation of Higher Education 89 Jones Irwin 5 Alternative Genealogies of Resistance – Lyotard, Rancière and ’68: Before and After 117 Mark Howard 6 The Positive Project of the

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The Practice of Equality Contents List of Figures STEPHEN COWDEN AND DAVID RIDLEY Introduction SARAH GALLOWAY 1 Rancière, Freire and Critical Pedagogy OLIVER DAVIS 2 ‘Glearning’ from Rancière JEREMY F. LANE 3 Neither ‘Sociologist’ Nor ‘Republican’: The ‘Singularity’ of Rancière’s Intervention in French Education Debates DAVID RIDLEY 4 Flipping for Profit or Equality? Rancière and the Marketisation of Higher Education JONES IRWIN 5 Alternative Genealogies of Resistance – Lyotard, Rancière and ’68: Before and After MARK HOWARD 6 The Positive Project of the

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.2 : Horizontal Framework, Inspired by Freire (1970) Figure 34.3 : Democratic Science Classroom

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basic needs and biological desires are simultaneously bound up together in and by social, political, and economic systems and ideology as much as they are by each other. This reality demands a holistic approach that is able to address social system problems and human consciousness problems at the same time. Freire’s (2004, p. 66) redefinition of conscientization as “the building of critical awareness and conscience” offers a possible breakthrough by mediating this dynamic in a particular way. While we can employ social critique and cultural criticism or subversion as

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Chapter 10     CHAPTER TEN The Liberation of Critical Pedagogy: Towards an Understanding of Spirituality and Education NATALIE MCDOOM-SLACK INTRODUCTION The term, critical pedagogy , first made its way into common academic parlance in the 1970s. Echoing some of the themes, positions, and approaches taken by Brazilian educator and foundational theorist, Paulo Freire (1970/2003), many scholars around the world began to articulate and give meaning to the term within their own contexts. As a result of these numerous trajectories, today critical pedagogy has emerged

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free market system have produced serious self-alienation and moral decadence. Although the Third Way politics attempted to reconcile the increasingly intense social contradictions, neo-liberal political practice and the deep-rooted ideology of neo-liberalism still stay firmly intact across the globe. Most people today are living in both a market economy and a market society. There is a great deal of literature criticizing neo-liberal ideology and its political practice. The discussion here focuses on how the antihumanist character of neo-liberalism, as Freire (1998a