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Education and non-domination: reflections from the radical tradition

Suissa, J; Education and non-domination: reflections from the radical tradition. Studies in Philosophy and Education 10.1007/s11217-019-09662-3. (In press). Green open access

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Abstract

This paper explores the implications of a radical republican conception of freedom as non-domination, rooted in the anarchist tradition. In discussing both the non-statist theoretical frameworks and the practical educational experiments associated with this tradition, I suggest that it can add a valuable dimension to recent critical work in philosophy of education that draws on the republican idea of freedom as non-domination.

Type: Article
Title: Education and non-domination: reflections from the radical tradition
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s11217-019-09662-3
Publisher version: https://doi.org/10.1007/s11217-019-09662-3
Language: English
Additional information: This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Keywords: Republicanism · Freedom · Non-domination · Anarchism · Radical education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10072609
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