Liveable life, educational theory and the imperative of constant change

• Published in: European educational research journal EERJ Vol. 17; no. 5; pp. 621 - 630
• Main Author: Säfström, Carl Anders
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.09.2018
• Subjects: Educational Change; Educational Research; Educational Theories; Educational Trends; Politics of Education; Theory Practice Relationship; Areté; educational theory; educational impulse; liveable life; change
• ISSN: 1474-9041; 1474-9041
• DOI: 10.1177/1474904118784480

This article is based on a keynote paper presented at the European Conference on Educational Research (ECER), University College UCC, Copenhagen, 22–25 August, 2017. In this paper, I problematise the idea that we live in an era of constant change with respect to education and educational research. I claim that what presents itself as change on supra-national as well as national levels, or even in classrooms, more often than not has to do with adjustments within a given reality rather than of a radical and profound change of this same reality. The response to this situation I will suggest is to mobilise radical forms of theory that address the inherent emancipatory and transformational character of education. This kind of theory, I argue, actually also addresses the central characteristics of a truly pluralistic democracy. Drawing on Jacques Rancière and Judith Butler the paper will lay out some arguments for resisting an anti-democratic and anti-pluralistic tendency within what I will call ‘pre-Sophist’ educational trends and instead promote an education that is concerned with a ‘liveable life’ for all.