A certain persistent assumption rules the field of education –and can be summarized more or less like this: Education research is and should be about the real, representing the real and for the development and improvement of the real - more reality, better reality to still more children and young people. A ‘mad obsession’ with empirical facts. Education and education research gorge in reality irrespective of paradigmatic orientations. Hence, questioning education’s real is usually seen not only as nonsense but also as perpetrating the most noble ideals of modernity: Education as the manifestation of enlightenment, progress and emancipation has followed the discipline since Kant and his concept of ‘Mündigkeit’. Thus, while the Real has been problematized in social and human sciences not least in aftermath of the ‘postmodern’ turn (Lyotard) and representation-crisis, launched by leading anthropologists (Marcus and Clifford), it is a relatively new discussion in education research informed not least by (often a mixture) of social constructivism, poststructuralism and lately posthumanism and new materialism.(Lather, St. Pierre, Maclure). In this article I aim at transgressing modernist and poststructural discourses on representation opening up trajectories for education research methodology working with Baudrillard’s concepts related to the object, the real and its disappearance.
|Tidsskrift||International Journal of Baudrillard Studies|
|Status||Under udarbejdelse - 2017|
Bibliografisk noteThis article introduces my Work with Baudrillard as presented in the thesis Pædagogikkens Andet to scholars interested and engaged in working with Baudrillard across a variety of disciplines.
- Baudrillard, Education, The real, Disapperance