The joy of learning: Feminist materialist pedagogies and the freedom of education
Tamboukou, M. 2017. The joy of learning: Feminist materialist pedagogies and the freedom of education. Educational Philosophy And Theory. 50 (9), pp. 868-877.
In this article, I trace lines of materialist pedagogies in the history of women workers’ education following feminist interpretations of Spinoza’s assemblage of joyful affects. More particularly, I focus on the notions of laetitia [joy], gaudium [gladness] and hilaritas [cheerfulness] as entanglements of joy and trace their expression in practices and discourses inscribed in archival documents that I have reassembled around the theme of women workers’ education. My reading of Ethics follows a range of feminist thinkers that have engaged with Spinoza’s ‘ethics of joy’ in education and beyond. The article draws on extensive archival work with personal auto/biographical documents and public essays of women workers/educators/writers in Paris and New York that span the period between 1830 and 1950. What I argue is that it is the experience of creative and radical education that has created a platform for workers to re-imagine themselves in the world with others.
|Journal||Educational Philosophy And Theory|
|Journal citation||50 (9), pp. 868-877|
|Publisher||Taylor & Francis|
|Accepted author manuscript|
|Digital Object Identifier (DOI)||doi:10.1080/00131857.2017.1396213|
|Web address (URL)||https://doi.org/10.1080/00131857.2017.1396213|
|26 Oct 2017|
|Publication process dates|
|Deposited||01 Nov 2017|
|Accepted||01 Sep 2017|
|Copyright information||This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Philosophy and Theory, on 26.10.17, available online: http://www.tandfonline.com/10.1080/00131857.2017.1396213|
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