A coffee with Jacques Rancière beneath the Acropolis

We met Jacques Rancière on Saturday, May 27, 2017, at the School of Fine Arts shortly before his speech at the B-Fest 6 International Anti-Authoritarian Festival, organized by Babylonia Journal, with a central slogan “We are ungovernable”. Rancière is among the most important European philosophers alive and his work does not need further introductions. In the cloudy morning of Sunday 28 May, we sat beneath the Acropolis to have a coffee with the philosopher. The transcript of our conversation reflects the vigor of thought and the passion of a truly democratic thinker

Credit derivatives in emerging markets

Credit Derivatives are securities that offer protection against credit or default risk of bonds or loans. The credit derivatives emerging market has grown rapidly and credit derivatives are widely used. This paper describes the emerging credit derivatives market structure. The current market activity is analyzed through elementary pricing dynamics and the study of the term structure of default risk. Focusing on the performance of credit derivatives in stress situation, including legal and market risks, we discuss the potential consequences of a debt restructuring in a large emerging market borrower. The contribution of credit derivatives to the risk sharing in emerging markets is also examined.Emerging markets, derivatives, sovereign debt, debt restructuring

Critical Management Education as a Vehicle for Emancipation: Exploring the Philosophy of Jacques Rancière

This paper aims to contribute to the literature on Critical Management Education (CME) by drawing on the work of philosopher, Jacques Rancière, whose thinking provides a means of resolving the dilemma underlying CME. It raises fundamental questions regarding the position of authority and the expertise of the critical educator, while at the same time dispelling the illusion of collaboration and consensus with students and managers. By presenting equality as an assumption to be actualised, Rancière invites us to reject the appropriation harboured by expert knowledge and the assignation of positions that this implies. On this basis, we can restructure the place of management and management education as a fertile ground for the emergence of dissensus in order to politicise what was neutralised and to give voice to those who have no voice.Critical Management Education - Critical Management Studies - Emancipation - Rancière

Rancière and the poetics of the social sciences

This article reviews the significance of Jacques Rancière’s work for methodological debates in the social sciences, and education specifically. It explores the implications of framing methodology as an aesthetic endeavour, rather than as the applied technique of research. What is at stake in this distinction is the means by which research intervenes in social order and how it assumes political significance, with Rancière arguing against a notion of science as the other of ideology. Rancière’s argument for a democratic research practice organised around a ‘method of equality’ is situated in relation to openly ideological’ feminist ethnography. The implications of Rancière’s work for investigating affect in academic discourse and subjectification in education are reviewed in the conclusion

Emancipation, equality and education : Rancière’s critique of Bourdieu and the question of performativity

Jacques Rancière’s work has had significant impact in philosophy and literary theory, but remains largely undiscussed in the field of education. This article is a review of the relevance of Rancière’s work to education research. Rancière’s argument about education emerges from his critique of Bourdieu, which states that Bourdieu reinforces inequality by presuming it as the starting point of his analysis. What is at stake is the question of performativity, and the means by which discourse has effects. This debate has implications for considering the basis of claims to truth in literary and social science discourse. Parallels are drawn between Judith Butler’s and Ranciere’s portrayal of the relationship between discourse and subjection, as well as their attention to discursive ‘imitation’ in making inequality representable. The article concludes with a discussion of the problematic which Rancière’s work suggests for education research. Amende

Out of place: unprofessional painting, Jacques Rancière, and the distribution of the sensible

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Impossible protest: noborders in Calais

Since the closure of the Red Cross refugee reception centre in Sangatte, undocumented migrants in Calais hoping to cross the border to Britain have been forced to take refuge in a number of squatted migrant camps, locally known by all as ‘the jungles.’ Unauthorised shanty-like residences built by the migrants themselves, living conditions in the camps are very poor. In June 2009, European ‘noborder’ activists set up a week-long protest camp in the area with the intention of confronting the authorities over their treatment of undocumented migrants. In this article, we analyse the June 2009 noborder camp as an instance of ‘immigrant protest.’ Drawing on ethnographic materials and Jacques Rancière's work on politics and aesthetics, we construct a typology of forms of border control through which to analyse the different ways in which the politics of the noborder camp were staged, performed and policed. Developing a critique of policing practices which threatened to make immigrant protest ‘impossible’, we highlight moments of protest which, through the affirmation of an ‘axiomatic’ equality, disrupted and disarticulated the borders between citizens and non-citizens, the political and non-political

Learning from sustainable development: education in the light of public issues

Education for sustainable development (ESD) is increasingly affecting environmental education policy and practice. In this article we show how sustainable development is mainly seen as a problem that can be tackled by applying the proper learning processes and how this perspective translates sustainability issues into learning problems of individuals. We present a different perspective on education in the context of sustainable development based on novel ways of thinking about citizenship education and emphasizing the importance of presenting issues of sustainable development as ‘public issues’, as matters of public concern. From this point of view, the focus is no longer on the competences that citizens must achieve, but on the democratic nature of the spaces and practices in which participation and citizenship can develop

"Darling Look! It’s a Banksy!” Viewers’ Material Engagement with Street Art and Graffiti

This chapter examines viewers’ affective encounters with street art and graffiti, with attention to the critical framework provided by Rancière (2004), whose work suggests a method for investigating our aesthetic practices of participation (or exclusion) and looking (or not looking). Viewers’ material engagements with street art and graffiti represent a disruption of the expectable order that demonstrates that what we see, according to our usual division of the sensible, could be otherwise – thus revealing the contingency of our perceptual and conceptual order. Our examination of the visual dialogue on just one city wall highlights the temporal, site-specific and participatory elements of graffiti and street art as a form of communication, or visual dialogue. We demonstrate that viewers are not passive recipients of the artist’s intentions, but are instead competent social actors capable of understanding, appreciating, and actively and materially engaging with street art and graffiti

'Constellations of singularities': the rejection of representative democracy in Coney's Early Days (of a better nation)

This article reflects on two specific performances of Coney’s Early Days (of a better nation) (2014); an interactive piece of theatre which invites its audience, in role as three fractious regions of a post-revolutionary nation, to make a series of decisions to avert the pending crisis and unify the country once more. Running out of money, medical supplies and food, and with inadequate security to protect their remaining sources of power, decisions need to be made quickly on how to act and it is down to the audience to build or reject institutional structures of governance through which such decisions might be made. In both performances I attended, such institutional structures were either rejected or abandoned, providing a lens through which to examine the widespread scepticism of political institutions and democratic forms of representational governance that currently pervades Europe. In this article, I will reflect on how my affective experience within Coney’s theatrical framework illuminated, for me, certain limitations of the trend in current political and philosophical theories to turn away from the authority of representative democracy towards a vision of disparate and singular acts of resistance