ABSTRACT

Within political philosophy and particularly in the work of Chantal Mouffe and Hannah Arendt, “agonism” has been described as representing the notion of being able to challenge and dissent in a productive way. However, little is known about how agonism is used in the educational literature, other than some applications relevant to democratic education. This paper considers the use of agonism in the educational literature drawing on the findings of a systematic scoping review exploring how it has been used in the context of education. Five databases were searched for literature published using agonism within the context of education to map the existing body of work in a systematic fashion, and to explore how agonism has been differently conceptualised and utilised by researchers in the field of education. The findings suggest that there have been a range of attempts to apply agonistic principles in different educational sub-fields (including, citizenship education, early years education, initial teacher training, arts education and international education), and different interpretations of such principles into education based on different philosophical underpinnings (dissociative and associative approaches). As agonism is mostly explored in a theoretical way, we also discuss the potential of abstract theoretical agonistic principles from different philosophical traditions to be translated into meaningful practical applications for education in order to inform curriculum development, infuse democratic principles into classroom practice, and help to negotiate deep-running tensions amongst key stakeholders in education.

摘要

在政治哲学中，特别是在尚塔尔·莫菲和汉娜·阿伦特的作品中，“激动”被描述为代表能够以富有成效的方式挑战和异议的概念。然而，除了一些与民主教育相关的应用程序之外，关于教育文献中如何使用激动剂知之甚少。本文考虑在教育文献中使用激动剂的系统范围审查的结果，探索它是如何在教育背景下使用的。在五个数据库中搜索了在教育背景下使用激动剂发表的文献，以系统地映射现有的工作主体，并探索教育领域的研究人员如何对激动剂进行不同的概念化和利用。研究结果表明，在不同的教育子领域（包括公民教育、早期教育、初始教师培训、艺术教育和国际教育）中，已经有一系列尝试将竞争性原则应用到教育中，并对这些原则进行了不同的解释。基于不同的哲学基础（分离和联想方法）。由于对抗性主要以理论方式进行探索，我们还讨论了将来自不同哲学传统的抽象理论对抗性原则转化为有意义的教育实际应用的潜力，以便为课程开发提供信息，将民主原则融入课堂实践，并帮助在教育领域的主要利益相关者之间协商长期存在的紧张关系。