{"title":"作为内部行动的民主：当我们衍射约翰-杜威、卡伦-巴拉德和埃内斯托-拉克劳的作品时的一些教育意义","authors":"Jonas Thiel, Edda Sant","doi":"10.1080/00131857.2024.2363355","DOIUrl":null,"url":null,"abstract":"This article scrutinises the ontological nature of democracy and the implications that different ontological assumptions might have for educational practice. To achieve this, we use Karen Barad’s n...","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Democracy as intra-action: Some educational implications when we diffract John Dewey’s, Karen Barad’s and Ernesto Laclau’s work\",\"authors\":\"Jonas Thiel, Edda Sant\",\"doi\":\"10.1080/00131857.2024.2363355\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article scrutinises the ontological nature of democracy and the implications that different ontological assumptions might have for educational practice. To achieve this, we use Karen Barad’s n...\",\"PeriodicalId\":47832,\"journal\":{\"name\":\"Educational Philosophy and Theory\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Philosophy and Theory\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/00131857.2024.2363355\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Philosophy and Theory","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00131857.2024.2363355","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Democracy as intra-action: Some educational implications when we diffract John Dewey’s, Karen Barad’s and Ernesto Laclau’s work
This article scrutinises the ontological nature of democracy and the implications that different ontological assumptions might have for educational practice. To achieve this, we use Karen Barad’s n...
期刊介绍：
Educational Philosophy and Theory publishes articles concerned with all aspects of educational philosophy. It will also consider manuscripts from other areas of pure or applied educational research. In this latter category the journal has published manuscripts concerned with curriculum theory, educational administration, the politics of education, educational history, educational policy, and higher education. As part of the journal''s commitment to extending the dialogues of educational philosophy to the profession and education''s several disciplines, it encourages the submission of manuscripts from collateral areas of study in education, the arts, and sciences, as well as from professional educators. Nevertheless, manuscripts must be germane to the ongoing conversations and dialogues of educational philosophy.
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