Time of a Thesis: Academic Marginalia; Or Postcards from the Road

Postcards share with others the highlights of holidays, memories of places and events, and brief stories of experiences abroad. They hold the quick jottings to a friend back home, made while in a moment of rest and reflection on a train, at the beach, in a café. They are intimate artifacts, yet they are also public. Their text is available for anyone to read, exposed and vulnerable outside of the safety of a sealed envelope. The postcardreveals itself to all who choose to turn their gaze toward it, to read its signs, and meditate on its meanings. The following postcards written to “R,” to the reader—and in parallel dialogy with another text addressed to “S”—are a narrative invitation to travel on a reflective journey through academia, tracing the experiences of graduate studies in science education and curriculum studies, the external and internal barriers that bounded the navigation of the field, and the cartography of decisions that opened up possibilities for successes at the margins of the academy

The ethics of writing : Deconstruction and Pedagogy

Converging on that which pertains to educational theory and philosophy in the corpus of Jacques Derrida, the specificity of detail to be found in its rereading that follows, illustrates, by example, how the textuality-based machinations of deconstruction can offer a profound resistance to the instruments of domination embedded within the methodico-institutional praxeology of teaching-learning. Furthermore, how it can provide an effective manner for undoing the ethical substrata reinforcing the politics of educational theory and practice that suffuse the discursive gradients of concepts such as "freedom," "truth," "reason," or "humanity," and so on with ideological significance. To examine this thematization of the ethico-political focus of deconstruction with respect to issues of educational theory and practice in general, the "philosophico-methodological" approach I take relies, more or less, on an actively interpretative instance of the moment of reading as writing. That is, the "formativity" of the textual production is attuned to the complexity of the thinking-through and working-out, a thinking-workingthrough- out, of the act of meaning-making itself. Respecting the "exigencies" of a classical protocol of reading, the modality of the writing—its philosophical emphasis and style—integrates and establishes associative links to the terms of deconstruction by forcing reflection upon the objectifiable values of the meaning of itself, attempting to come to an understanding of the significance of Derrida's texts for actualizing a positive transformation of the institutional ground of pedagogy. Resisting the telos of decidability at the threshold of its own sense, the study compels "the reader"—as it does "the writer"—to push at the outer limits of their own horizons of knowledge. The "results" of this working through of the Derridean instance of deconstruction are articulated as part of the "ec-centricities" of reading as writing, wherein, the ideas drawn from these texts are turned back upon themselves and "worked-over," thereby, extending the intertextual schematism of the ideological norms and frames of reference within which the psyche operates. What I show through and by example is, how the radical polemics of deconstruction has value for analyzing the ethical and political implications of pedagogical contingencies of theory and practice.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofGraduat

Culture and Difference: Heterologies of the Other

The idea of difference and its postcolonial heterologies-diverse discourses of difference-have provided the conceptual groundwork for postcolonial theorists of nation, race, class, ethnicity, gender, and sexuality who have worked toward the ethical purpose of actualizing equitable contexts responsive to the alterity of individuals and groups within a society or culture regardless of identity politics and its categorical constructions. Yet this altruistic desire for securing equitable environments and opportunities is also the practical juncture at which postcolonial theorists begin to partcompany with respect to the concept of difference. Difference and its heterology therefore becomes an intrinsic point of theoretical validation for asserting the legitimacy of such postcolonial discourses in practice by justifying the ethics of the methods each puts forward for the creation of grounds for equitable social environments that are fair and just.    About the Author Peter Trifonas is a professor of Social and Cultural Studies in Education at the Ontario Institute for Studies in Education, the University of Toronto. He is the author of Revolutionary Pedagogies, Pedagogies of Difference, and Ethics, Institutions, and the Right to Philosophy (with Jacques Derrida), and The Ethics of Writing among other books.

Barthes dan imperium tanda : seri posmodern

Buku ini membahas tentang gagasan barthes tentang tanda sehingga ia dinisbatkan dengan semiotika, ilmu tentang tanda. Ia menjelaskan dalam membaca tanda, gelaja dan fenomena

International handbook of semiotics

1308 halaman.: 21 c

The Cosmopolitical: From the Deconstructive Point of View

This editorial introduction discusses the notion of the cosmopolitical from the deconstructive point of view

Digital Literacy and Public Pedagogy: Notes on the Digital Game as a Form of Literacy and Learning

Digital games are both an exponent and a vehicle of cultural transformation. Not only do they form a rapidly growing part of the popular culture industry, they also instigate transformations in other cultural domains such as education. Played in a multi-player fashion, online digital games engender new forms of social relationships and new forms of shared participation in cultural literacy and modes of learning. As games are used for instructional purposes in schools, industry, and the army or airforce for training purposes, the playing of games is no longer constricted to a sphere outside normal adult life but forms part of the "serious" world of production and consumption, knowledge, and education. This suggests that digital technologies may have changed the characteristics and cultural significance of learning and what it means to be literate-not to mention the nature of play itself. This significance may be broader than the acquisition of cognitive skills. Through the act of play, computer games prepare and "train" the general public for a "culture of real virtuality" in which we require digital literacy skills for decoding and understanding media simulations in our environment and how to relate to them as public forms of learning or public pedagogy. Digital games constitute a strategic research site because they exemplify the transformations in perception and participation that are characteristic for digital culture of learning and literacy. Digital games as a form of digital literacy enact a public pedagogy through a means of educational and cultural transformation.   About the Author Peter Trifonas is a professor of Social and Cultural Studies in Education at the Ontario Institute for Studies in Education, the University of Toronto. He is the author of Revolutionary Pedagogies, Pedagogies of Difference, and Ethics, Institutions, and the Right to Philosophy (with Jacques Derrida), and The Ethics of Writing among other books

Pedagogies of difference : rethinking education for social change

Comprend des références bibliographiques et un index.Peter Pericles Trifonas has assembled internationally acclaimed theorists and educational practitioners whose essays explore various constructions, representations, and uses of difference in educational contexts. These essays strive to bridge competing discourses of difference--for instance, feminist or anti-racist pedagogical models--to create a more inclusive education that adheres to principles of equity and social justice