Has truth become a casualty of America's increasingly caustic and volatile political culture? Truth in the Public Sphere seeks to understand the significance of truth for the everyday world of human communication. To this end, this book explores the place of truth in several facets of the public sphere: language, ethics, journalism, politics, media, and art. Featuring an international group of contributors from across the humanities and social sciences, this collection is a definitive supplement to theoretical debates about the meaning and status of truth.

Winner - AERA 2011 Outstanding Book Award Jacques Rancire: Education, Truth, Emancipation demonstrates the importance of Rancires work for educational theory, and in turn, it shows just how central Rancires educational thought is to his work in political theory and aesthetics. Charles Bingham and Gert Biesta illustrate brilliantly how philosophy can benefit from Rancires particular way of thinking about education, and go on to offer their own provocative account of the relationship between education, truth, and emancipation. Including a new essay by Rancire himself, this book is a must-read for scholars of social theory and all who profess to educate.

Has truth become a casualty of America's increasingly caustic and volatile political culture? Truth in the Public Sphere seeks to understand the significance of truth for the everyday world of human communication. To this end, this book explores the place of truth in several facets of the public sphere: language, ethics, journalism, politics, media, and art. Featuring an international group of contributors from across the humanities and social sciences, this collection is a definitive supplement to theoretical debates about the meaning and status of truth.

Schools are places where various cultures and identities must be recognized, yet there has been little research into what it means to recognize another person, identity, or culture. Drawing on the writings of Charles Taylor, Martin Buber, Judith Butler, and Jessica Benjamin, Schools of Recognition provides a rich picture of how recognition is negotiated in education. Using political theory, existentialism, queer theory, and psychoanalysis, Bingham shows that recognition can be fostered not only through the books that students read, but also through the ways that they learn to engage with other human beings. Recognition depends not only on receiving acknowledgement, but also on giving acknowledgement. It depends not only on what we learn from others about ourselves, but also on what we are able to teach others about themselves.

This book is a collective statement about a new approach to education - the pedagogy of relation. After revisiting a number of existing conversations, the authors bring together several theoretical traditions under the umbrella of the pedagogy of relation. This book is an appeal to develop a common frame of reference for educational approaches based on the primacy of relations in education. The authors try to understand human relations rather than educational processes, behaviours, methods, curriculum, etc. The authors also examine the dangers that a pedagogy of relations may present, and the implications such a pedagogy may have for curriculum and educational policy. The promise of the pedagogy of relation is to offer a viable alternative to dominating trends in educational thinking - trends that emphasize control over teacher and student behaviour as the main way of achieving excellence.