{"title":"The educational dynamics of populism: schooling, teacher expertise and popular claims to knowledge","authors":"J. Gerrard","doi":"10.1080/01596306.2022.2124959","DOIUrl":null,"url":null,"abstract":"ABSTRACT In response to the contemporary problematic of populism and associated reactionary right-wing politics, this paper argues for a greater analytic focus on the role of schools and teacher expertise in understanding the social relations of populism. This conceptual paper builds a conjunctural conceptualisation of populism that understands it as an invariable political modality of modern democracies, mobilised to different political ends. Extending this analysis, I explore the ways in which schools and teacher expertise lie at the heart of the populist tension between the ‘expert’ and the ‘layperson’. The social relationships to knowledge and knowledge-making institutions are fundamental to populism as well as the hierarchies of being understood (or not) as a ‘knower’ capable of truth-claims in modern liberal democracies. I conclude by arguing the need to engage in the social relations of ‘popular’ and ‘expert’ knowledge claims and the politics that underlie them.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"727 - 738"},"PeriodicalIF":1.7000,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Discourse-Studies in the Cultural Politics of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/01596306.2022.2124959","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT In response to the contemporary problematic of populism and associated reactionary right-wing politics, this paper argues for a greater analytic focus on the role of schools and teacher expertise in understanding the social relations of populism. This conceptual paper builds a conjunctural conceptualisation of populism that understands it as an invariable political modality of modern democracies, mobilised to different political ends. Extending this analysis, I explore the ways in which schools and teacher expertise lie at the heart of the populist tension between the ‘expert’ and the ‘layperson’. The social relationships to knowledge and knowledge-making institutions are fundamental to populism as well as the hierarchies of being understood (or not) as a ‘knower’ capable of truth-claims in modern liberal democracies. I conclude by arguing the need to engage in the social relations of ‘popular’ and ‘expert’ knowledge claims and the politics that underlie them.
期刊介绍：
Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.
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