The radical potential of student voice : creating spaces for restless encounters

This paper starts by sketching out some of the developments in research partnerships between adults and young people within the context of formal schooling in the last twenty years and then briefly touches on some of the critiques of such work, underlining the role of values and political perspectives. The third section argues for a particular - person-centred - standpoint resting on a relational, communal view of the self that puts certain kinds of relationships at the heart of education and schooling in general, and student voice partnerships in particular. Finally, the author argues for the importance of creating spaces for restless encounters between adults and young people in which they are able to re-see and re-engage with each other in creative, holistic and potentially transformational ways. In taking this forward, the much neglected and derided radical traditions of state education offer us an important resource.peer-reviewe

The Philosopher"s Garden: Scepticism within (and from without) Wittgenstein

I am sitting with a philosopher in the garden; he says again and again "I know that that"s a tree�, pointing to a tree that is near us. Someone else arrives and hears this, and I tell him: "This fellow isn"t insane. We are only doing philosophy.� On Certainty § 467 If philosophy is disease, the sceptic must surely have a terminal case. There seems to be no relief for one so ill. However, in On Certainty Wittgenstein offers us a new way to examine the problem, a new treatment, as it were. As Wittgenstein"s methodology is so uniquely multi-faceted, so too is his attack on the sceptic, and as it has been said before, Wittgenstein has a marvelous capacity, not for solving problems, but dissolving them. We should not therefore be surprised that the die-hard sceptic remains unconvinced by Wittgenstein"s attack; it is not the sort of maneuver the sceptic is used to. Indeed, at times it does not seem like an attack at all. The sceptic must beware however; behind Wittgenstein"s oblique style there lies an assault of such subtlety and caliber that only a master of could deliver it. But really, for all his mastery, for all his philosophical poignancy, how effective is Wittgenstein"s criticism? It is certainly of a very different order than those we have seen in the past, but can Wittgenstein ultimately avoid the charge of "question begging� that have plagued so many before him? The question is somewhat complicated in the case of Wittgenstein, not only by his philosophical position, but also by his methodology

Cultivating Perception: Phenomenological Encounters with Artworks

Phenomenally strong artworks have the potential to anchor us in reality and to cultivate our perception. For the most part, we barely notice the world around us, as we are too often elsewhere, texting, coordinating schedules, planning ahead, navigating what needs to be done. This is the level of our age that shapes the ways we encounter things and others. In such a world it is no wonder we no longer trust our senses. But as feminists have long argued, thinking grounded in embodied experience can be more open to difference; such embodied thinking helps us to resist the colonization of a singular, only seemingly neutral, perspective that closes down living potentialities

This body of art: The singular plural of the feminine

I explore the possibility that the feminine, like art, can be thought in terms of Jean-Luc Nancy’s concept of the singular plural. In Les Muses, Nancy claims that art provides for the rethinking of a technë not ruled by instrumentality. Specifically, in rethinking aesthetics in terms of the debates laid out by Kant, Hegel and Heidegger, he resituates the ontological in terms of the specificity of the techniques of each particular artwork; each artwork establishes relations particular to its world or worlds. What is at stake in the singular plural is the multiplicity of relations that are lost in the unifying gestures that arise out of radical oppositions. I rethink the singular plural through a phenomenological encounter with Barb Hunt’s artwork, Antipersonnel, a collection of hand-knitted replicas of antipersonnel landmines

Managing EBD In and Out of the Classroom

This metasynthesis of the literature focuses on managing students with emotional/behavioral disorders (EBD) inside and outside of the classroom. Students with EBD require large amounts of time and attention, often unplanned and in response to disruptive behaviors. Students with EBD can take a heavy emotional and physical toll on teachers, staff and peers involved with them, and instruction time for other students can be shortened or delayed due to disruptive behaviors. School districts find retention more difficult when students with EBD are present due to the high stress factor. When teachers and staff have the appropriate preparation and tools, however, students with EBD can be successful in an inclusive school setting with minimal disruptive behavior. Furthermore, as they make progress, they can practice self-management techniques to achieve more independence