Schools as social spaces: Towards an Arendtian consideration of multicultural education

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

Hannah Arendt has been criticised for the sharp distinction she drew between the social and political realms, and her application of this distinction to schools. In this paper, I demonstrate that this distinction can be interpreted as a heuristic that Arendt developed to address a tension that she had encountered in her attempt to understand childhood. She understood schools to be spaces that could prepare children for citizenship. However, she also recognised that attempts to prepare children for citizenship threatened two characteristics of childhood: their vulnerability and their natality. Arendt's heuristic can be fruitful for addressing dilemmas in citizenship education in ethnoculturally plural contexts.
Original languageEnglish
Pages (from-to)564-576
Number of pages13
JournalJournal of Philosophy of Education
Volume55
Issue number4-5
DOIs
Publication statusPublished - 28 Oct 2021

Keywords / Materials (for Non-textual outputs)

  • Arendt
  • citizenship education
  • multicultural education
  • natality
  • vulnerability

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