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- W14659910 abstract "In the previous chapter I made some tentative moves in defence of a democratic education in becoming. I say tentative because, although I have argued for some provocative and disruptive encounters with the other, the assumption might still exist that critical pedagogy (as an instance of a liberal understanding of democratic education) ought to start from the premise of an existing, unequal relationship between teacher and student, and that the task of democratic education is to give voice to students, who are assumed to be voiceless – that is, those students considered as excluded from the democratic activity should be included and given voice." @default.
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- W14659910 date "2014-01-01" @default.
- W14659910 modified "2023-10-18" @default.
- W14659910 title "Democratic Education and Disruptive Encounters" @default.
- W14659910 doi "https://doi.org/10.1007/978-94-6209-616-5_3" @default.
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