Democracy as intra-action: Some educational implications when we diffract John Dewey’s, Karen Barad’s and Ernesto Laclau’s work

Thiel, Jonas ORCID: https://orcid.org/0000-0003-3224-3544 and Sant, Edda ORCID: https://orcid.org/0000-0002-7907-5907 (2024) Democracy as intra-action: Some educational implications when we diffract John Dewey’s, Karen Barad’s and Ernesto Laclau’s work. Educational Philosophy and Theory. pp. 1-12. ISSN 0013-1857

Preview

Published Version Available under License Creative Commons Attribution. Download (1MB) | Preview

Abstract

This article scrutinises the ontological nature of democracy and the implications that different ontological assumptions might have for educational practice. To achieve this, we use Karen Barad’s notion of diffraction to read John Dewey’s, Ernesto Laclau’s and Barad’s theoretical insights through one another. Our starting point is Dewey’s famous sentence that ‘democracy is more than a form of government; it is primarily a mode of associated living’ (2001, p. 91). Based on this, we pose two questions. Firstly, we ask, ‘How can we understand democracy as a mode of associated living?’ We explore Dewey’s quotation first, then fold in Laclau’s conflictual understanding of democracy, followed by Barad’s agential realist notion of intra-action. Secondly, we ask, ‘What are the educational consequences of these ontological understandings?’ Here, we make three assertions: (a) democracy and education could be understood as emerging together involving entanglements that cut across micro-macro levels of scale; (b) democratic processes always contain exclusions carrying risks for educators and (c) ‘living’ needs to trouble the well-worn human/non-human binary and consider wider naturalcultural phenomena.