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Tyson E. Lewis [46]Tyson Lewis [14]Tyson Edward Lewis [10]Tysonedward Lewis [1]
  1.  16
    On Study: Giorgio Agamben and Educational Potentiality.Tyson E. Lewis - 2013 - New York: Routledge.
    In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional logic (...)
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  2. International Handbook of Philosophy of Education.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.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  3.  12
    Inoperative learning: a radical rewriting of educational potentialities.Tyson E. Lewis - 2018 - New York, NY: Routledge is an imprint of the Taylor & Francis Group, an Informa Business.
    Inoperative Learning draws upon the movement towards a weak philosophy that is currently gaining ground in educational philosophy: this weak philosophy does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders assumptions about the theory-practice coupling that is so popular in contemporary education inoperative. By arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools, this book presents a challenge to contemporary notions of (...)
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  4.  28
    The Fundamental Ontology of Study.Tyson E. Lewis - 2014 - Educational Theory 64 (2):163-178.
    In an effort to disrupt the hegemonic dominance of learning theory, in this article Tyson Lewis explores the unique educational logic of studying. Drawing on the work of Giorgio Agamben, we can understand the operation of study as one of suspension through three modes: preferring not; no longer, not yet; and as not. But the relationship between the operation of suspension and the everyday mode of learning remains an open question requiring further analysis. In order to accomplish this task, it (...)
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  5.  46
    Educational States of Suspension.Tyson E. Lewis & Daniel Friedrich - 2016 - Educational Philosophy and Theory 48 (3).
    In response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue that contemporary (...)
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  6.  35
    Exopedagogy: On pirates, shorelines, and the educational commonwealth.Tyson E. Lewis - 2012 - Educational Philosophy and Theory 44 (8):845-861.
    In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus private, (...)
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  7. Rethinking the Learning Society: Giorgio Agamben on Studying, Stupidity, and Impotence.Tyson E. Lewis - 2011 - Studies in Philosophy and Education 30 (6):585-599.
    In this article, the author rethinks critiques of the learning society using Giorgio Agamben’s theory of potentiality. Summarizing several major contributions to our understanding of the limitations of the discourse of learning, the author proposes that critics thus far have failed to fully pinpoint the exact danger of learning. Importantly, learning is not only a rejection of the democratic or political dimension of education but it is first and foremost predicated on a false ontology of potentiality. What is put at (...)
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  8.  25
    Studying with the Internet: Giorgio Agamben, Education, and New Digital Technologies.Samira Alirezabeigi & Tyson E. Lewis - 2018 - Studies in Philosophy and Education 37 (6):553-566.
    This paper provides an analysis of the educational use of the Internet and of digital technologies that is neither pessimistic nor optimistic, that is neither critical nor post-critical. Turning to Italian philosopher Giorgio Agamben’s comments on studying and its relationship to the technology of the blank writing tablet, the authors argue that digital devises are a radical transformation in our relationship to the technologies of reading and writing. Traditionally, the scholar was able to experience his or her potentiality to communicate (...)
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  9.  35
    Study Time: Heidegger and the Temporality of Education.Tyson E. Lewis - 2017 - Journal of Philosophy of Education 51 (1):230-247.
    In this article, the author argues that the question of educational time is absolutely essential in contemporary debates concerning the fate of the university. In order to examine the nature of educational time, this article first outlines Heidegger's distinction between temporality and Temporality. Second, the author makes a clarification between inauthentic and authentic learning as two forms of educational temporality. Here the article turns to the work of Hubert Dreyfus and Stuart Dreyfus on expert skill building versus standardised or generic (...)
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  10.  58
    Community of Infancy: Suspending the Sovereignty of the Teacher's Voice.Igor Jasinski & Tyson E. Lewis - 2016 - Journal of Philosophy of Education 50 (4):538-553.
    While some argue that the only way to make a place for Philosophy for Children in today's strict, standardised classroom is to measure its efficacy in promoting reasoning, we believe that this must be avoided in order to safeguard what is truly unique in P4C dialogue. When P4C acquiesces to the very same quantitative measures that define the rest of learning, then the philosophical dimension drops out and P4C becomes yet another progressive curriculum and pedagogy for enhancing argumentation skills that (...)
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  11.  35
    Exhausting the fatigue university: in search of a biopolitics of research.Florelle D'Hoest & Tyson E. Lewis - 2015 - Ethics and Education 10 (1):49-60.
    Today it would seem that being fatigued is a fairly common physical and psychological effect of educational systems based on an increasing demand for high-yield performance quotas. In higher education, ‘publish or perish’ is a kind of imperative to perform, perform better, and perform optimally leading to an overall economy of fatigue. In this paper we provide a critical theory of what we are calling the ‘fatigue university.’ While highlighting the negative costs of fatigue, we also provide a philosophical distinction (...)
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  12.  31
    Study Time: Heidegger and the Temporality of Education.Tyson E. Lewis - 2016 - Journal of Philosophy of Education 50 (2).
    In this article, the author argues that the question of educational time is absolutely essential in contemporary debates concerning the fate of the university. In order to examine the nature of educational time, this article first outlines Heidegger's distinction between temporality and Temporality. Second, the author makes a clarification between inauthentic and authentic learning as two forms of educational temporality. Here the article turns to the work of Hubert Dreyfus and Stuart Dreyfus on expert skill building versus standardised or generic (...)
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  13.  7
    Walter Benjamin's antifascist education: from riddles to radio.Tyson E. Lewis - 2020 - Albany: State University of New York Press.
    Walter Benjamin's Antifascist Education is the first comprehensive analysis of educational themes across the entirety of the critical theorist's diverse writings. Starting with Benjamin's early reflections on teaching and learning, Tyson E. Lewis argues that the aesthetic and cultural forms to which Benjamin so often turned-namely, radio broadcasts, children's theatrical productions, collections, cityscapes, public cinemas, and word games-swell with educational potentialities. What emerges from Lewis's reading is a constellational curriculum composed of minor practices such as poor teaching, absentminded learning, and (...)
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  14.  9
    Notes on notes on notes.Tyson E. Lewis & Chris Moffett - 2021 - Educational Philosophy and Theory 53 (13):1359-1387.
    More often than not, notes are conceptualized as a technology for helping students stay focused on and attentive to subject matter deemed educationally valuable. This article concerns itself, however, with how notes may interrupt and render inoperative this learning function. To probe the question of attention and distraction, the authors devised an experiment in note taking. Our question is whether or not these forms of rendering the learning function of notes inoperative have any educational value. In conclusion, we suggest that (...)
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  15.  36
    The Educational Community as In-tentional Community.Igor Jasinski & Tyson E. Lewis - 2015 - Studies in Philosophy and Education 35 (4):371-383.
    This paper reassesses a perennial concern of philosophy of education: the nature of the educational community and the role of the teacher in relation to such a community. As an entry point into this broader question, we turn to Philosophy for children, which has consistently emphasized the importance of community. Yet, not unlike pragmatist notions of community more broadly, the P4C community has largely focused on the goal-directed, purposive, aspect of the process of inquiry. The purpose of our paper is (...)
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  16.  6
    Educational realism: Defining exopedagogy as the choreography of swarm intelligence.Tyson E. Lewis & Steve Valk - 2022 - Educational Philosophy and Theory 54 (7):906-915.
    In this article, the authors utilize the philosophical methodology developed by Michael Hardt and Antonio Negri to formulate a theory of educational realism. The goal is to posit an embodied form of education that emerges from within the movements of the multitude. The connection between multitudinous movement and education is the concept of choreography, which destabilizes habituated movements, unleashing creative alternatives. The paper concludes with several examples of choreography as an exopedagogy for cultivating embodied, swarm intelligence from the work of (...)
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  17.  36
    Education and the Immunization Paradigm.Tyson E. Lewis - 2009 - Studies in Philosophy and Education 28 (6):485-498.
    In this paper I chart the origins of modern day “biopedagogy” through an analysis of two historically specific figures of abnormality: the nervous child and the degenerate. These two figures form the positive and negative surfaces of biopolitics in education, sustained and articulated through the category of immunization. By analyzing the relation between the medical discourse of immunity and the practice of pedagogy, I will reveal how biopedagogy is predicated on a dialectical reversal of life into death and thus unsustainable (...)
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  18.  31
    Retaking the Test.David Isaac Backer & Tyson Edward Lewis - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (3):193-208.
  19.  64
    Mapping the Constellation of Educational Marxism(s).Tyson E. Lewis - 2012 - Educational Philosophy and Theory 44 (s1):98-114.
    In this paper, the author maps three radically different visions of Marxism in educational philosophy. Each ‘register’ contains insights but also contradictions that cannot easily be resolved through internal modifications of the theory or through theoretical synthesis with other registers. The radical function of Marxist pedagogy is to create a constellation of Marxisms through which the outline of history can emerge. As such, the author ends with a new emphasis in Marxist education on the ‘exacting imagination’ of the teacher which (...)
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  20.  42
    Biopolitical utopianism in educational theory.Tyson Lewis - 2007 - Educational Philosophy and Theory 39 (7):683–702.
    In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is (...)
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  21.  70
    The Architecture of Potentiality: Weak Utopianism and Educational Space in the Work of Giorgio Agamben.Tyson Edward Lewis - 2012 - Utopian Studies 23 (2):355-373.
    Italian critical theorist Giorgio Agamben is well known for his rigorous attempts to redefine political, aesthetic, and theological concepts through messianic categories. For Agamben, the messianic is not concerned with perpetual waiting for a savior to come and redeem the world. Rather, it concerns the radically open potentiality for action within the contemporary moment. While the temporality of the messianic moment has been emphasized both by Agamben and by the vast secondary literature that has provided ample reflections on his body (...)
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  22.  82
    Teaching with Pensive Images: Rethinking Curiosity in Paulo Freire's Pedagogy of the Oppressed.Tyson E. Lewis - 2012 - Journal of Aesthetic Education 46 (1):27-45.
    Often when I am teaching philosophy of education, my students begin the process of inquiry by prefacing their questions with something along the lines of "I'm just curious, but . . . ." Why do we feel compelled as teachers and as students to express our curiosity as just curiosity? Perhaps there is a slight embarrassment in proclaiming our curiosity, which, in its strongest formulation, appears to be too assertive, too aggressive, or too inappropriate to speak in public in front (...)
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  23.  77
    The Future of the Image in Critical Pedagogy.Tyson E. Lewis - 2010 - Studies in Philosophy and Education 30 (1):37-51.
    Although there is ample interrogation of advertising/commercial/media culture in critical pedagogy, there is little attention paid to the fine arts and to aesthetic experience. This lacuna is all the more perplexing given Paulo Freire’s use of artist Francisco Brenand’s illustrations for his culture circles. In this essay I will return to Freire’s original description of the relationship between fine art images and conscientizacao in order to map out the future of the image in critical pedagogy. This return to the origin (...)
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  24.  81
    Education in the realm of the senses: Understanding Paulo Freire's aesthetic unconscious through Jacques Rancière.Tyson Edward Lewis - 2009 - Journal of Philosophy of Education 43 (2):285-299.
    In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the always (...)
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  25.  36
    Philosophy—aesthetics—education: Reflections on dance.Tyson Lewis - 2007 - Journal of Aesthetic Education 41 (4):53-66.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy—Aesthetics—Education:Reflections on DanceTyson Lewis (bio)To create is to lighten, to unburden life, to invent new possibilities of life. The creator is legislator—dancer.—Gilles Deleuze, Pure ImmanenceThe Italian philosopher Giorgio Agamben is perhaps best known for his ongoing interest in the problem of "biopower." Taking up where Michel Foucault ended, Agamben argues that the principle political and philosophical questions of the moment concern the connections between life and power. In this (...)
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  26.  39
    It’s a Profane Life: Giorgio Agamben on the freedom of im-potentiality in education.Tyson Edward Lewis - 2014 - Educational Philosophy and Theory 46 (4):334-347.
    In this article, I explore the importance of Giorgio Agamben’s theory of potentiality for rethinking education. While potentiality has been a long-standing concern for educational practitioners and theorists, Agamben’s work is unique in that it emphasizes how potentiality can only be thought of in relation to impotentiality. This moment of indistinction—what I refer to as im-potential—has important implications. First, I argue that if potentiality and impotentiality are separated from one another, the result is a stratified educational system where some students (...)
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  27.  9
    Biopolitical Utopianism in Educational Theory.Tyson Lewis - 2007 - Educational Philosophy and Theory 39 (7):683-702.
    In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is (...)
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  28.  7
    Can One Teach Tact?Tyson Lewis - 2018 - Philosophy of Education 74:310-314.
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  29.  36
    Rousseau and the fable: Rethinking the fabulous nature of educational philosophy.Tyson E. Lewis - 2012 - Educational Theory 62 (3):323-341.
    In this essay Tyson Lewis reevaluates Jean-Jacques Rousseau's assessment of the pedagogical value of fables in Emile's education using Giorgio Agamben's theory of poetic production and Thomas Keenan's theory of the inherent ambiguity of the fable. From this perspective, the “unreadable” nature of the fable that Rousseau exposed is not simply the result of a child's innocence or developmental immaturity, but is rather a structural quality of the fable as such. Moving from a discussion of Rousseau's description of the fable (...)
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  30.  10
    Response to Weili Zhao.Tyson E. Lewis - 2018 - Studies in Philosophy and Education 38 (1):93-94.
  31.  11
    Lyotard and the Sublime Unconscious of Education.Derek R. Ford & Tyson E. Lewis - 2017 - Philosophy of Education 73:488-501.
  32.  25
    Walter Benjamin’s radio pedagogy.Tyson E. Lewis - 2017 - Thesis Eleven 142 (1):18-33.
    This paper investigates the unique educational relevancy of Walter Benjamin’s radio broadcasts. While much has been written about Benjamin’s approach to both children’s literature and children’s theatre, his own pedagogical practice as a radio pedagogue remains largely marginalized in these discussions. In order to address this gap in the literature, I focus on the implications of shifting from the largely visual world of children to the auditory world of radio. Through a careful reading of the radio scripts, I argue that (...)
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  33.  38
    ‘To be less than you are’: self-suspension, potentiality, and study.Tyson E. Lewis - 2016 - Ethics and Education 11 (3):340-351.
    :This article outlines three possible ethical injunctions underlying three different educational projects related to the self: “become what you are”, “be what you are”, and “be what you become”. While differing on many levels, these three injunctions all assume connections between self, education, and some form of determinism and/or developmentalism. Although relatively autonomous, determinism and developmentalism are often linked together in the sense that they both presuppose that function precedes form, determining in advance how something ought to develop, mature, or (...)
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  34.  69
    Jacques Rancière's Aesthetic Regime and Democratic Education.Tyson E. Lewis - 2013 - Journal of Aesthetic Education 47 (2):49-70.
    In the novel The City and the City, by China Mieville, the reader follows the Kafkaesque journey of Inspector Tyador Borlu through a labyrinthian political conspiracy set in two politically autonomous yet territorially overlapping cities: Beszel and Ul Qoma. Although “grosstopically” interwoven like topographic doppelgangers, the two cities are perceived as distinct political and cultural territories. Even as citizens from the two cities intermingle on divided streets, live in buildings where different floors exist in different cities, and children climb on (...)
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  35.  3
    A Case for Study: Agamben’s Critique of Scheffler’s Theory of Potentiality.Tyson Edward Lewis - 2012 - Philosophy of Education 68:101-109.
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  36.  6
    The Man behind the Curtain: What Cognitive Science Reveals about Drawing.Andrea Kantrowitz, David Wong, Tyson E. Lewis, K. E. Gover, Sophie Bourgault, Azlan Iqbal, Emily Brady, Mordechai Gordon & Todd Parker - 2012 - The Journal of Aesthetic Education 46 (1):1-14.
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  37.  4
    “Immanence: A Life…”: An Educational Formula?Florelle D'Hoest & Tyson E. Lewis - 2015 - Philosophy of Education 71:535-543.
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  38. Herbert Marcuse, Philosophy, Psychoanalysis and Emancipation.Douglas Kellner, Clayton Pierce & Tyson Lewis - 2011 - In Herbert Marcuse (ed.), Philosophy, psychoanalysis and emancipation. New York: Routledge.
     
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  39.  35
    A Genealogy of Life and Death.Tyson E. Lewis - 2013 - Radical Philosophy Review 16 (1):237-252.
    In this paper, Tyson E. Lewis theorizes an alternative genealogy of biopolitics that enables us to historicize three distinct phases of the dialectic of life and death within overall transformations of the social and material relations of production. Freud, Marcuse, and Agamben each signal decisive transformations from death to life, life to death, and now the indistinction of death and life in a state of exception. In conclusion, Lewis argues for a new politics that does not simply champion one concept (...)
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  40.  44
    Capitalists and Conquerors
    Teaching Against Global Capitalism and the New Imperialism
    Rage and Hope: Interviews with Peter McLaren on War, Imperialism, and Critical Pedagogy.
    Tyson Edward Lewis - 2009 - Historical Materialism 17 (1):201-208.
    Through an immanent critique of Peter McLaren's recent work, the author demonstrates the strengths and weaknesses of critical-revolutionary paedagogy. This review reveals internal lacks, gaps, and contradictions emerging from within the three main dimensions of McLaren's overarching manifesto including passion, reason, and revolution. Although McLaren is an important voice in linking Marxist political and cultural theory to the practice of education, his work ultimately cannot complete its own project and as such needs further development.
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  41.  56
    Exopedagogies and the Utopian Imagination: A Case Study in Faery Subcultures.Tyson Lewis & Richard Kahn - 2009 - Theory and Event 12 (2).
  42.  5
    Marcuse's Challenge to Education.Tyson Lewis, Clayton Pierce & Daniel K. Cho - 2009 - Rowman & Littlefield Publishers.
    Marcuse’s Challenge to Education, a collection of essays by scholars who have explicated his theories accompanied by unpublished lecture notes by Marcuse himself, examines his ground-breaking critique of education as well as his own pedagogical alternatives. This compilation provides an overview of the various themes of Marcuse's challenges to traditional education and connections with ideas of other radical thinkers ranging from Bloch and Freire to Freud and Lacan.
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  43.  32
    Power, crisis, and education for liberation: Rethinking critical pedagogy - by de lissovoy, N.Tyson E. Lewis - 2009 - Educational Philosophy and Theory 41 (5):592-596.
  44.  49
    Paulo Freire's Last Laugh: Rethinking critical pedagogy's funny bone through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5-6):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a ‘pedagogy of laughter’. The inclusion of laughter alongside problem‐posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally emancipatory? (...)
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  45.  5
    Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone through Jacques Rancière.Tyson Edward Lewis - 2011 - In Maarten Simons & Jan Masschelein (eds.), Rancière, public education and the taming of democracy. Malden, MA: Wiley-Blackwell. pp. 121–133.
    This chapter contains sections titled: Make'em Laugh, Make'em Laugh, Make'em Laugh! The Laughing Consciousness Laughing: No Laughing Matter The Joke of Critical Theory Lights Please! References.
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  46.  11
    Pedagogies from No‐Where, a Review of Edutopias: New Utopian Thinking in Education.Tyson Lewis - 2007 - Educational Philosophy and Theory 39 (2):216–220.
  47.  4
    Pedagogies from No‐Where, a Review of Edutopias: New Utopian Thinking in Education.Tyson Lewis - 2007 - Educational Philosophy and Theory 39 (2):216-220.
  48.  15
    Remembering and Antifascist Education: A Response to My Critics.Tyson E. Lewis - 2022 - Ethics and Education 17 (3):368-371.
    This article is a short response to two reviews of the book Walter Benjamin’s Antifascist Education: From Riddles to Radio by Tyson E. Lewis. It discusses the role of aesthetics and memory in cultivating antifascist potentialities in children.
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  49.  3
    Revolutionary Leadership↔Revolutionary Pedagogy: Reevaluating the Links and Disjunctions Between Lukács and Freire.Tyson Edward Lewis - 2007 - Philosophy of Education 63:285-293.
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  50.  9
    Rethinking philosophy for children: Agamben and education as pure means.Tyson E. Lewis - 2021 - New York: Bloomsbury Academic. Edited by Igor Jasinski.
    By utilizing the philosophy of Giorgio Agamben, the authors propose a radical reconceptualization of the practice known as Philosophy for Children (P4C) that focuses on the experience of one's potentiality to speak rather than the development of specific skills or types of speaking. 'Philosophy for Infancy' (P4I) emerges as a non-instrumental educational practice that does not dictate what to say or how to say it but rather focuses on the potentiality to say something. In the process of developing P4I, the (...)
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