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Abstract

First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the ‘reality’ of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by ‘becoming’. I also discuss briefly some of the technical literature on the subject. I then move on to discuss Gramsci’s concept of hegemony and Foucault’s idea of ‘productive power’: I argue for the need of a counter-narrative of freedom that takes the form of a genealogy. Finally I discuss in more detail the nature of epistemic freedom and briefly discuss the ethical implications of the concept.
Original languageEnglish
Pages (from-to)191-207
Number of pages17
JournalEthics and Education
Volume13
Issue number2
Early online date15 Feb 2018
DOIs
Publication statusPublished - 2018

Keywords

  • Freedom
  • agency
  • domination
  • hegemony
  • power

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