{"id":678,"date":"2024-07-11T14:40:47","date_gmt":"2024-07-11T13:40:47","guid":{"rendered":"https:\/\/sites.edgehill.ac.uk\/inpe\/?page_id=678"},"modified":"2024-07-11T14:40:48","modified_gmt":"2024-07-11T13:40:48","slug":"5-concurrent-papers","status":"publish","type":"page","link":"https:\/\/sites.edgehill.ac.uk\/inpe\/5-concurrent-papers\/","title":{"rendered":"5. Concurrent Papers"},"content":{"rendered":"\n<h5 class=\"wp-block-heading\"><strong>Epistemic reparations and postcolonial pedagogy<\/strong><\/h5>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Kai Horsthemke<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The latest buzz word within the intersecting terrain of postcolonial pedagogy and social and applied epistemology seems to be the notion of \u2018reparation\u2019 \u2013 or, to be more precise, reparation pertaining to past and ongoing epistemic injustice and harm. Reparations are frequently taken to involve decolonisation of both education and knowledge. The present contribution examines the plausibility and applicability of the notions in question.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2018Reparation\u2019 is an appropriate response to what has gone wrong in the past. Appropriate \u2013 but not invariably so. Some wrongs are so immense that they are, indeed, beyond reparation. The idea is to repair, to \u2018right\u2019 loss, theft, damage, harm, or injustice that have been inflicted \u2013 whether deliberately or nondeliberately, accidentally or nonaccidentally. A prime example is material reparation \u2013 financial compensation for damage, loss or theft that has been incurred; the return or replacement of stolen goods and artifacts; (re)instatement of educational, economic, medical and other benefits withheld or withdrawn in the past, etc. Another example is symbolic reparation \u2013 commemoration, public apology, and the like. In recent years, a novel notion has been added to the string of concepts populating the intersecting terrain of postcolonial theory and social and applied epistemology \u2013 that of \u2018epistemic reparation\u2019, reparation pertaining to both past and ongoing epistemic injustice, harm and violence.<\/p>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Demo<\/strong><strong>cratic Education as a Matter of Civility: Retrieving Arendt\u2019s Institutionalism via Balibar<\/strong><\/h5>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ivan Zamotkin, <\/strong><strong>University of Oulu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A prominent interpretation of Hannah Arendt\u2019s educational philosophy links it to the theories of radical democracy and radical democratic education. In this paper, I examine this perspective by referencing Gert Biesta\u2019s work, which amends Arendt\u2019s ideas with insights from Jacques Ranci\u00e8re and propose an alternative construction of what can be considered \u2018an Arendtian perspective on democratic education\u2019, in which the role of institutions is redeemed, and the primary concern shifts from the political agency of individuals to the conditions that allow the space of politics to be constituted and preserved. With this aim, I will offer to substitute Ranci\u00e8rian optics through which Arendt\u2019s work has been often analyzed in the philosophy of education with one coming from another French philosopher, \u00c9tienne Balibar. The discussion includes analysis of Marius von Mayenburg\u2019s play \u2018Martyr\u2019 (2015) to illustrate the importance of thinking about education, especially democratic education, as a matter of civility.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Epistemic reparations and postcolonial pedagogy Kai Horsthemke The latest buzz word within the intersecting terrain of postcolonial pedagogy and social and applied epistemology seems to be the notion of \u2018reparation\u2019 \u2013 or, to be more precise, reparation pertaining to past and ongoing epistemic injustice and harm. Reparations are frequently taken to involve decolonisation of both [&hellip;]<\/p>\n","protected":false},"author":1451,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-678","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>5. Concurrent Papers - INPE Conference 2024<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.edgehill.ac.uk\/inpe\/5-concurrent-papers\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"5. Concurrent Papers - INPE Conference 2024\" \/>\n<meta property=\"og:description\" content=\"Epistemic reparations and postcolonial pedagogy Kai Horsthemke The latest buzz word within the intersecting terrain of postcolonial pedagogy and social and applied epistemology seems to be the notion of \u2018reparation\u2019 \u2013 or, to be more precise, reparation pertaining to past and ongoing epistemic injustice and harm. Reparations are frequently taken to involve decolonisation of both [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/sites.edgehill.ac.uk\/inpe\/5-concurrent-papers\/\" \/>\n<meta property=\"og:site_name\" content=\"INPE Conference 2024\" \/>\n<meta property=\"article:modified_time\" content=\"2024-07-11T13:40:48+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"2 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/sites.edgehill.ac.uk\/inpe\/5-concurrent-papers\/\",\"url\":\"https:\/\/sites.edgehill.ac.uk\/inpe\/5-concurrent-papers\/\",\"name\":\"5. 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Concurrent Papers - INPE Conference 2024","og_description":"Epistemic reparations and postcolonial pedagogy Kai Horsthemke The latest buzz word within the intersecting terrain of postcolonial pedagogy and social and applied epistemology seems to be the notion of \u2018reparation\u2019 \u2013 or, to be more precise, reparation pertaining to past and ongoing epistemic injustice and harm. Reparations are frequently taken to involve decolonisation of both [&hellip;]","og_url":"https:\/\/sites.edgehill.ac.uk\/inpe\/5-concurrent-papers\/","og_site_name":"INPE Conference 2024","article_modified_time":"2024-07-11T13:40:48+00:00","twitter_card":"summary_large_image","twitter_misc":{"Est. reading time":"2 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/sites.edgehill.ac.uk\/inpe\/5-concurrent-papers\/","url":"https:\/\/sites.edgehill.ac.uk\/inpe\/5-concurrent-papers\/","name":"5. 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