B Readings

B Stiegler

CA Taylor

D Buckingham

D Haraway

D Kambouchner

G Agamben

G Biesta

G Ulmer

H Pedersen

H Rheingold

I Hassan

J Nida-Rümelin

JA Weaver

JR Holmevik

K Malone

M Bauerlein

M McLuhan

M Serres

MC Nussbaum

N Gough

N Snaza

NK Hayles

P Sloterdijk

R Braidotti

S Herbrechter

T Clark

T Fenwick

TE Lewis

TW Adorno

WV Spanos

English

Jackson, EJ

HKU Scholars Hub

Care and Justice

Hardly a day goes by without some kind of ‘parenting’ issue being reported on in one of the newspapers. Whether it's a short report on the latest findings on a particular piece of scientific research, a columnist's (critical) take on trends in parenting, a parent's personal testimony about certain issues arising in their relationship with his or her children, or a researcher criticizing the invasion of the parenting expert into the family, there always seems to be something up for discussion in relation to parenting. What's the best way to raise our children? What kind of parenting style is the best? Should parents adopt such a style anyway? Do parents actually need expert advice on how to raise their children, or are they best left to their own devices? What effect does this overwhelming presence of (different kinds of) advice have on parents? And so on. But what exactly is it that we are talking about when we talk about parenting? And, more importantly for this chapter, in what sense is it addressed in contemporary philosophy of education? In this chapter, I will give an overview of how
upbringing and the parent-child relationship, c.q. the experience of raising a child, have been discussed within philosophy of education, and point to differences in the ways it has been addressed in differing traditions of educational philosophy. More specifically, I will give a critical education-philosophical reading of how upbringing has been reframed as ‘parenting’ and consider some implications of this for our understanding of being a parent.status: publishe

Ramaekers, Stefan

Lirias

Childrearing, parenting, upbringing: philosophy of education and the experience of raising a child

The notion of the entrepreneurial self describes how changes that have taken place at the level of government - towards open competition, public participation, performance management based on outputs and feedback, for example - require us to understand and conduct ourselves in particular ways. In recent years it has come to feature in the way we understand the purposes of education, and ourselves in relation to it, in particular ways, and thus has become a focus of educational philosophy and theory. The term entrepreneurial in the entrepreneurial self comes not, or not only, from critical educational and social theorists, however; it is the language of policy itself. We are explicitly addressed as needing to be entrepreneurial. The focus here is on the entrepreneurial self as a particular form of subjectivation operative today. That is, the notion of the entrepreneurial self refers to particular discourses and practices according to which we are governed and govern ourselves. This self-understanding is constituted not only in and through formal educational institutions but also through many facets of our daily lives. A shift in recent decades from the hierarchical government of the nation-state to the entrepreneurial governance of late neoliberalism not only constitutes but also requires the entrepreneurial self. This will be outlined with reference to three figures of the entrepreneurial self: the parent; the citizen; and the researcher

Hodgson, Naomi

Edge Hill University Research Information Repository

The entrepreneurial subject

Crossref

International Handbook of Philosophy of Education

The notion of the entrepreneurial self describes how changes that have taken place at the level of government – towards open competition, public participation, performance management based on outputs and feedback, for example – require us to understand and conduct ourselves in particular ways. In recent years it has come to feature in the way we understand the purposes of education, and ourselves in relation to it, in particular ways, and thus has become a focus of educational philosophy and theory. The term entrepreneurial in the entrepreneurial self comes not, or not only, from critical educational and social theorists, however; it is the language of policy itself. We are explicitly addressed as needing to be entrepreneurial. The focus here is on the entrepreneurial self as a particular form of subjectivation operative today. That is, the notion of the entrepreneurial self refers to particular discourses and practices according to which we are governed and govern ourselves. This self-understanding is constituted not only in and through formal educational institutions but also through many facets of our daily lives. A shift in recent decades from the hierarchical government of the nation-state to the entrepreneurial governance of late neoliberalism not only constitutes but also requires the entrepreneurial self. This will be outlined with reference to three figures of the entrepreneurial self: the parent; the citizen; and the researcher

Hope's Institutional Research Archive

Herbrechter, Stefan

Coventry University Pure Portal