Education and articulation: Laclau and Mouffe’s radical democracy in school

This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this dimension altogether. My discussion starts with elaborating the concept of articulation and analysing it in terms of three dimensions: performance, connection and transformation. I then address the role of education in Gramsci’s politics, in which the figure of the intellectual is central, and argue that radical democratic education requires renouncing that figure. In the final section, I offer a theory of such education, in which both teacher and students articulate their political differences and identities

Feminist solidarity building as embodied agonism: An ethnographic account of a protest movement

Feminist solidarity, after early and idealistic conceptions of an all‐encompassing sisterhood, has become preoccupied with understanding and theorising differences between women. This study develops an account of solidarity as embodied agonism, where difference and contest are experienced and negotiated through the body. Difference and contest are reframed within feminist solidarity projects as resources for, rather than inhibitors to, generating collective agency. This is done through an ethnography of a protest movement in Montenegro, which drew together diverse groups of women, and bring our data into conversation with theories of agonistic democratic practice and embodied performativity. Embodied agonistic solidarity is theorised as a participative and inclusive endeavour driven by conflictual encounters, constituted through the bodies, language and visual imagery of assembling and articulating subjects. Our account of solidarity is presented as constituted through three dimensions, each of which represents a different emphasis on sensory experience: exposing, which is to make one's body open to the hardship of others, enabling alliances between unlikely allies to emerge; citing, which is to draw on others’ symbolic resources and to publicly affirm them; inhabiting, which is to embody the deprivations of others, enabling alliances to grow and persist

The political identities of neighbourhood planning in England

The rise of neighbourhood planning has been characterised as another step in a remorseless de-politicisation of the public sphere. A policy initiated by the Coalition Government in England to create the conditions for local communities to support housing growth, neighbourhood planning appears to evidence a continuing retreat from political debate and contestation. Clear boundaries are established for the holistic integration of participatory democracy into the strategic plan-making of the local authority. These boundaries seek to take politics out of development decisions and exclude all issues of contention from discussion. They achieve this goal at the cost of arming participatory democracy with a collective identity around which new antagonisms may develop. Drawing on the post-political theories of Chantal Mouffe this paper identifies the return of antagonism and conflict to participation in spatial planning. Key to its argument is the concept of the boundary or frontier that in Mouffe’s theoretical framework institutionalises conflict between political entities. Drawing on primary research with neighbourhood development plans in England the paper explores how boundary conditions and boundary designations generate antagonism and necessitate political action. The paper charts the development of the collective identities that result from these boundary lines and argues for the potential for neighbourhood planning to restore political conflict to the politics of housing development

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

Leading through agonistic conflict: Contested sense-making in national political arenas

This article examines the social processes of political leadership in situations of contest and conflict, taking place within a key and long-established democratic institution, the UK Parliament. The empirical focus is on leadership in House of Commons select committees, which are concerned with holding the government to account. Headlines and media scrutiny, combined with internal challenge from the cross-party mix of politicians on the committees and a range of external stakeholders, create leadership challenges for committee chairs. The study is of two committee inquiries led by the same committee chair, which occurred concurrently and in real time, thereby providing a rare comparative study of leadership through the same leader at the same time but with different leadership challenges. Rather than shying away from conflict, as does much of the leadership literature, this research highlights how leaders who actively engage in challenge and conflict can build a degree of shared purpose among diverse groups of stakeholders. It examines and combines, in theory elaboration, two theories relevant to understanding these leadership processes: agonistic pluralism with its role in creating respectful conflictual consensus, and the theory of sense-making and sense-giving. The two cases (the two inquiries) had different trajectories and reveal how the chair recognised and dealt with conflict to achieve sense-making outcomes across divergent interests and across political parties. There are implications not only for understanding political leadership but also more widely for leadership where there are diverse and sometimes conflicting interests

Agonistic Interventions into Public Commemorative Art:An Innovative Form of Counter-memorial Practice?

In light of recent controversies around the removal or modification of public commemorative art, such as memorials and monuments, this paper interrogates the value of competing approaches to counter-memorial practice using the framework of agonistic memory. It argues that much counter-memorial practice today, as it relates to historical memory, is dominated by a “cosmopolitan” mode that fails to offer a convincing response to the rise of right-wing populism and its instrumentalization of conflicts over public commemorative art. The article investigates two case studies of counter-memorial interventions that focus on the memory of fascism in Europe today and seeks to identify and assess emergent agonistic practices

The Cold Peace: Russo-Western Relations as a Mimetic Cold War

In 1989–1991 the geo-ideological contestation between two blocs was swept away, together with the ideology of civil war and its concomitant Cold War played out on the larger stage. Paradoxically, while the domestic sources of Cold War confrontation have been transcended, its external manifestations remain in the form of a ‘legacy’ geopolitical contest between the dominant hegemonic power (the United States) and a number of potential rising great powers, of which Russia is one. The post-revolutionary era is thus one of a ‘cold peace’. A cold peace is a mimetic cold war. In other words, while a cold war accepts the logic of conflict in the international system and between certain protagonists in particular, a cold peace reproduces the behavioural patterns of a cold war but suppresses acceptance of the logic of behaviour. A cold peace is accompanied by a singular stress on notions of victimhood for some and undigested and bitter victory for others. The perceived victim status of one set of actors provides the seedbed for renewed conflict, while the ‘victory’ of the others cannot be consolidated in some sort of relatively unchallenged post-conflict order. The ‘universalism’ of the victors is now challenged by Russia's neo-revisionist policy, including not so much the defence of Westphalian notions of sovereignty but the espousal of an international system with room for multiple systems (the Schmittean pluriverse)

Agonism Reloaded: Potentia, Renewal and Radical Democracy

This article focuses on the agonistic account of renewal and discusses its place within the broader horizon of radical democracy. It suggests that while the emphasis which agonistic theorists place on difference and popular struggles (particularly social movement politics) ensures some common ground with other theories of radical democracy, their account of renewal also displays some marked differences. The article explores these differences and discusses whether agonism is sufficient to address the limits of the current neoliberal order

‘Engage the World’: examining conflicts of engagement in public museums

Public engagement has become a central theme in the mission statements of many cultural institutions, and in scholarly research into museums and heritage. Engagement has emerged as the go-to-it-word for generating, improving or repairing relations between museums and society at large. But engagement is frequently an unexamined term that might embed assumptions and ignore power relationships. This article describes and examines the implications of conflicting and misleading uses of ‘engagement’ in relation to institutional dealings with contested questions about culture and heritage. It considers the development of an exhibition on the Dead Sea Scrolls by the Royal Ontario Museum, Toronto in 2009 within the new institutional goal to ‘Engage the World’. The chapter analyses the motivations, processes and decisions deployed by management and staff to ‘Engage the World’, and the degree to which the museum was able to re-think its strategies of public engagement, especially in relation to subjects,issues and publics that were more controversial in nature