Shaping a ‘pedagogy of interruption’ : theorizing the role of educational agents in democratic education in urban contexts
- Author
- Evelyne Deceur (UGent) , Griet Roets (UGent) , Kris Rutten (UGent) and Maria De Bie (UGent)
- Organization
- Abstract
- This article theorises the role of educational agents in democratic education in urban contexts by engaging in the discussion about the relationship between citizenship, democracy and education. Therefore, we confront Gert Biesta’s conceptualisation of a ‘pedagogy of interruption’ with the empirical insights that emerge from a qualitative research project on democratic education in a particular urban context in Ghent (Belgium). We elaborate on the historical developments and origins of the educational practices and interventions in this urban context and reveal three contemporary educational strategies that coincide and complement each other while implementing the democratic ideal of equality in differentiated ways: integration, activation and instigation. Our analysis enables us to reflect on the complexities, ambiguities and dilemmas at stake when educational agents shape a ‘pedagogy of interruption’. This pedagogy entails the constant search to balance the multidimensional purposes of democratic education, that is, between socialisation and subjectification.
- Keywords
- itizenship, democratic education, public pedagogy, urban questions, SOCIAL-WORK, SPACES, CITIZENSHIP
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8564249
- MLA
- Deceur, Evelyne, et al. “Shaping a ’pedagogy of Interruption’ : Theorizing the Role of Educational Agents in Democratic Education in Urban Contexts.” EUROPEAN JOURNAL OF CULTURAL STUDIES, vol. 23, no. 4, 2020, pp. 515–30, doi:10.1177/1367549418786410.
- APA
- Deceur, E., Roets, G., Rutten, K., & De Bie, M. (2020). Shaping a ’pedagogy of interruption’ : theorizing the role of educational agents in democratic education in urban contexts. EUROPEAN JOURNAL OF CULTURAL STUDIES, 23(4), 515–530. https://doi.org/10.1177/1367549418786410
- Chicago author-date
- Deceur, Evelyne, Griet Roets, Kris Rutten, and Maria De Bie. 2020. “Shaping a ’pedagogy of Interruption’ : Theorizing the Role of Educational Agents in Democratic Education in Urban Contexts.” EUROPEAN JOURNAL OF CULTURAL STUDIES 23 (4): 515–30. https://doi.org/10.1177/1367549418786410.
- Chicago author-date (all authors)
- Deceur, Evelyne, Griet Roets, Kris Rutten, and Maria De Bie. 2020. “Shaping a ’pedagogy of Interruption’ : Theorizing the Role of Educational Agents in Democratic Education in Urban Contexts.” EUROPEAN JOURNAL OF CULTURAL STUDIES 23 (4): 515–530. doi:10.1177/1367549418786410.
- Vancouver
- 1.Deceur E, Roets G, Rutten K, De Bie M. Shaping a ’pedagogy of interruption’ : theorizing the role of educational agents in democratic education in urban contexts. EUROPEAN JOURNAL OF CULTURAL STUDIES. 2020;23(4):515–30.
- IEEE
- [1]E. Deceur, G. Roets, K. Rutten, and M. De Bie, “Shaping a ’pedagogy of interruption’ : theorizing the role of educational agents in democratic education in urban contexts,” EUROPEAN JOURNAL OF CULTURAL STUDIES, vol. 23, no. 4, pp. 515–530, 2020.
@article{8564249, abstract = {{This article theorises the role of educational agents in democratic education in urban contexts by engaging in the discussion about the relationship between citizenship, democracy and education. Therefore, we confront Gert Biesta’s conceptualisation of a ‘pedagogy of interruption’ with the empirical insights that emerge from a qualitative research project on democratic education in a particular urban context in Ghent (Belgium). We elaborate on the historical developments and origins of the educational practices and interventions in this urban context and reveal three contemporary educational strategies that coincide and complement each other while implementing the democratic ideal of equality in differentiated ways: integration, activation and instigation. Our analysis enables us to reflect on the complexities, ambiguities and dilemmas at stake when educational agents shape a ‘pedagogy of interruption’. This pedagogy entails the constant search to balance the multidimensional purposes of democratic education, that is, between socialisation and subjectification.}}, author = {{Deceur, Evelyne and Roets, Griet and Rutten, Kris and De Bie, Maria}}, issn = {{1367-5494}}, journal = {{EUROPEAN JOURNAL OF CULTURAL STUDIES}}, keywords = {{itizenship,democratic education,public pedagogy,urban questions,SOCIAL-WORK,SPACES,CITIZENSHIP}}, language = {{eng}}, number = {{4}}, pages = {{515--530}}, title = {{Shaping a ‘pedagogy of interruption’ : theorizing the role of educational agents in democratic education in urban contexts}}, url = {{http://doi.org/10.1177/1367549418786410}}, volume = {{23}}, year = {{2020}}, }
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