Charles Bingham – författare

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, behaviors, 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 behavior as the main way of achieving excellence.

This book presents a compelling moral case for the inclusion of intellectually disabled people in higher education, and shows how it can be achieved in practice. In doing so, the authors offer a unique approach bridging disabilities studies and activism, contributing a manifesto that is a philosophically grounded, incisive and impassioned argument for inclusion as a moral imperative.At present, there is very little documentation of activist practices disrupting the traditional, ableist, segregation that most universities foster. This book’s approach is both normative and descriptive. Its chapters give a heart-felt defence of inclusion of people with intellectual disabilities in university. They also offer a detailed look at universities, specifically in British Columbia, Canada, but also drawing comparisons across the world, where segregation has stopped being the norm, and ‘authentic inclusion’ is a daily practice. The book coins the phrase ‘authentic inclusion’ to represent inclusion that is not segregated, or paternalistic, in its approach to disabled students. Authentic inclusion happens when students attend courses, take part in campus life, and follow career paths just like other students. Ending Disability Segregation in Universities is informed by the authors’ work with STEPSfoward BC, a non-profit organization advocating for the right of people with intellectual disabilities to learn in universities. Drawing on extensive interviews with students, professors, parents, inclusion workers and administrators, the book charts a workable path toward the end of segregated higher education.

This book presents a compelling moral case for the inclusion of intellectually disabled people in higher education, and shows how it can be achieved in practice. In doing so, the authors offer a unique approach bridging disabilities studies and activism, contributing a manifesto that is a philosophically grounded, incisive and impassioned argument for inclusion as a moral imperative.At present, there is very little documentation of activist practices disrupting the traditional, ableist, segregation that most universities foster. This book’s approach is both normative and descriptive. Its chapters give a heart-felt defence of inclusion of people with intellectual disabilities in university. They also offer a detailed look at universities, specifically in British Columbia, Canada, but also drawing comparisons across the world, where segregation has stopped being the norm, and ‘authentic inclusion’ is a daily practice. The book coins the phrase ‘authentic inclusion’ to represent inclusion that is not segregated, or paternalistic, in its approach to disabled students. Authentic inclusion happens when students attend courses, take part in campus life, and follow career paths just like other students. Ending Disability Segregation in Universities is informed by the authors’ work with STEPSfoward BC, a non-profit organization advocating for the right of people with intellectual disabilities to learn in universities. Drawing on extensive interviews with students, professors, parents, inclusion workers and administrators, the book charts a workable path toward the end of segregated higher education.

" Winner - AERA 2011 Outstanding Book Award Jacques Ranciere: Education, Truth, Emancipation demonstrates the importance of Ranciere's work for educational theory, and in turn, it shows just how central Ranciere's educational thought is to his work in political theory and aesthetics. Charles Bingham and Gert Biesta illustrate brilliantly how philosophy can benefit from Ranciere's 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 Ranciere himself, this book is a must-read for scholars of social theory and all who profess to educate."

Winner - AERA 2011 Outstanding Book AwardJacques Rancière: Education, Truth, Emancipation demonstrates the importance of Rancière's work for educational theory, and in turn, it shows just how central Rancière's educational thought is to his work in political theory and aesthetics. Charles Bingham and Gert Biesta illustrate brilliantly how philosophy can benefit from Rancière's 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 Rancière himself, this book is a must-read for scholars of social theory and all who profess to educate.

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.

Winner - AERA 2011 Outstanding Book AwardJacques Rancière: Education, Truth, Emancipation demonstrates the importance of Rancière''s work for educational theory, and in turn, it shows just how central Rancière''s educational thought is to his work in political theory and aesthetics. Charles Bingham and Gert Biesta illustrate brilliantly how philosophy can benefit from Rancière''s 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 Rancière himself, this book is a must-read for scholars of social theory and all who profess to educate.

A must read for anyone who wants to think in depth about contemporary classrooms.Written in an accessible and personal style, this innovative study of authority in education examines scenarios of authority in ways that problematize, augment, and redefine prevalent ideas of how it works. Usually seen as a thing that people have, the author suggests that authority should be understood instead as a relation that happens between people, which gets enacted in circuits where each participant has a role to play; those circuits can include teachers, students, the books they read, as well as former teachers and former students. Drawing on ideas from psychoanalysis, hermeneutics, philosophy of language, and the work of Jacques Derrida and Paulo Freire, the book offers a useful new understanding of authority in education.