Chantal Mouffe

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In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 283-294 (2018)
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Abstract

This chapter introduces readers to the work of the Belgian political theorist Chantal Mouffe, focusing on her conception of democracy as necessarily agonistic. The chapter casts Mouffe’s work as post-Marxist, in the sense that it both has a clearly Marxist heritage and breaks with Marxist assumptions about the primacy of class as political identity. Mouffe’s work posits the agonistic contestation of any contingent hegemonic order as both inevitable and constitutive of democracy. The chapter discusses how Mouffe’s work has been—or may yet be—taken up by philosophers of education who discuss, for instance, citizenship and political education, or schooling as, itself, the result of contingent political arrangements. Distinctive features of an agonistic conception of democracy for political education include the role of political passions and the understanding of political opponents as adversaries with shared commitments to democratic debate.

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10.1007/978-3-319-72761-5_23

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