Enclosure and undifferentiation: on re-reading Girard during the COVID-19 pandemic

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education Pub Date : 2022-05-06 DOI:10.1080/01596306.2022.2070726

David Lundie

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引用次数: 1

Abstract

ABSTRACT This essay reflects on the longer-term challenges posed to societal, political and educational sectors following the imposition of a shutdown of schools and universities by many governments around the world in response to the COVID-19 pandemic of 2020. Using Rene Girard’s analysis of festivals as concealing originary violence, it reflects on the exposure to critique of practices of enclosure, including traditional brick-and-mortar schooling. Drawing on Girard’s treatment of undifferentiation and false differentiation, it poses the question of what role remains for education under undifferentiated conditions, without the logic of enclosure. The author suggests a Girardian episteme offers a more insightful theoretical contribution under these conditions, compared to an episteme drawn from one of the sectors which is in flux in this time of crisis. Behind the familiar critique that the practices of schooling serve only the purposes of capitalism, a more devastating and more liberating conclusion is offered; that the practices of enclosure (encompassing both the school and the workplace) serve only the purposes of enclosure.

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封闭与未分化：新冠肺炎大流行期间对Girard的重读

摘要本文回顾了世界各地许多政府为应对2020年新冠肺炎疫情而关闭学校和大学后，社会、政治和教育部门面临的长期挑战。雷内·吉拉德（Rene Girard）将节日视为隐藏原始暴力的分析，反思了对圈地做法的批评，包括传统的实体学校教育。借鉴吉拉德对无差别和虚假差别的处理，它提出了一个问题，即在没有封闭逻辑的无差别条件下，教育还有什么作用。作者认为，与来自危机时期不断变化的部门之一的认识论相比，吉拉德认识论在这些条件下提供了更具洞察力的理论贡献。在人们熟悉的批评背后，即学校教育的实践只为资本主义的目的服务，提供了一个更具破坏性和解放性的结论；封闭的做法（包括学校和工作场所）只起到封闭的目的。

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来源期刊

Discourse-Studies in the Cultural Politics of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

5.90%

发文量

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.