Who Sets the Limits of Educational Freedom?
This article is a response to Matusov's argument for a student's right to define the limits of their own education. While I agree with Matusov's premise, I argue that his solution is framed as a dualism, which may undermine the dialogic principles of his call to students' educat...
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| Format: | Article |
| Language: | English |
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University Library System, University of Pittsburgh
2020-09-01
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| Series: | Dialogic Pedagogy |
| Online Access: | https://dpj.pitt.edu/ojs/dpj1/article/view/349 |
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doaj-84cb0c12f0d74f4f80183d1b71c672a82021-09-02T22:05:14ZengUniversity Library System, University of PittsburghDialogic Pedagogy2325-32902020-09-01810.5195/dpj.2020.349Who Sets the Limits of Educational Freedom?Jeffry King0Texas State University This article is a response to Matusov's argument for a student's right to define the limits of their own education. While I agree with Matusov's premise, I argue that his solution is framed as a dualism, which may undermine the dialogic principles of his call to students' educational freedoms. I propose that viewing students' educational freedoms through Bakhtin's arhcitectonic self removes the dualism of Matusov's argument, and close by providing an example of the architectonic self in practice within the teacher-student relationship. https://dpj.pitt.edu/ojs/dpj1/article/view/349 |
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DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Jeffry King |
| spellingShingle |
Jeffry King Who Sets the Limits of Educational Freedom? Dialogic Pedagogy |
| author_facet |
Jeffry King |
| author_sort |
Jeffry King |
| title |
Who Sets the Limits of Educational Freedom? |
| title_short |
Who Sets the Limits of Educational Freedom? |
| title_full |
Who Sets the Limits of Educational Freedom? |
| title_fullStr |
Who Sets the Limits of Educational Freedom? |
| title_full_unstemmed |
Who Sets the Limits of Educational Freedom? |
| title_sort |
who sets the limits of educational freedom? |
| publisher |
University Library System, University of Pittsburgh |
| series |
Dialogic Pedagogy |
| issn |
2325-3290 |
| publishDate |
2020-09-01 |
| description |
This article is a response to Matusov's argument for a student's right to define the limits of their own education. While I agree with Matusov's premise, I argue that his solution is framed as a dualism, which may undermine the dialogic principles of his call to students' educational freedoms. I propose that viewing students' educational freedoms through Bakhtin's arhcitectonic self removes the dualism of Matusov's argument, and close by providing an example of the architectonic self in practice within the teacher-student relationship.
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https://dpj.pitt.edu/ojs/dpj1/article/view/349 |
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