2017/03/31 by Michalinos Zembylas
Arts and Humanities · Social Sciences · #Critical and Liberation Pedagogy #Philosophy, Ethics, and Existentialism #Posthumanist Ethics and Activism
paper · doi:10.1080/00131857.2017.1309636
openalex publication_date 2017/03/31 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
This paper follows recent debates on the ontological turn in the social sciences and humanities to exemplify how this turn creates important openings of methodological and political potential in education. In particular, the paper makes an attempt to show two things: first, the new questions and possibilities that are opened from explicitly acknowledging the methodological and political consequences of the ontological turn in education—e.g. concerning agency, transformation, materiality and relations; and second, the importance of being clear about how educators and educational researchers conceptualize ontology and engage with debates on the ontological turn in related disciplines. The paper sketches some of the methodological and political implications of the ontological turn for education, focusing in particular on the concept of learning.