Abstract
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Highlights
This does not mean that education should not be allowed to raise questions about identity at all, but that the ultimate educational interest is with the question of the subject-ness of children and students, that is, with the way in which they can exist as subjects of action and responsibility in and with the world
The situation is even more difficult in the English-speaking world, where connections with continental and German educational scholarship have been rather sparse, throughout the 20th century when educational scholarship and research established itself in academic circles (Biesta, 2011)
The developments in the 20th century are quite different from those in the 19th century where, at least when we look at North America, there was a much stronger connection with and influence from continental scholarship – think, for example, of the impact of Froebel and Herbart on North American educational thought and practice in the 19th century, or the wider influence of Hegelianism on educational scholarship, not least through the writings of the pragmatists (Dewey, Mead and James)
Summary
This does not mean that education should not be allowed to raise questions about identity at all, but that the ultimate educational interest is with the question of the subject-ness of children and students, that is, with the way in which they can exist as subjects of action and responsibility in and with the world.
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