Abstract

This article is a response to Matusov's argument for a student's right to define the limits of their own education. While I agree with Matusov's premise, I argue that his solution is framed as a dualism, which may undermine the dialogic principles of his call to students' educational freedoms. I propose that viewing students' educational freedoms through Bakhtin's arhcitectonic self removes the dualism of Matusov's argument, and close by providing an example of the architectonic self in practice within the teacher-student relationship.

Highlights

  • If the thesis of Matusov’s commentary “A Student’s Right to Freedom of Education” were restated in question form, it might read: who sets the limits of education? Matusov’s position is that “education requires a student to define their own education—i.e., freedom of education”

  • False dichotomies are detrimental to educational freedoms because they prevent participants from engaging in ontological dialogue (King, 2017)

  • Matusov frames his argument as a false dichotomy, which confuses his dialogical intentions and lessens the potential impact of his suggested solutions

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Summary

Introduction

If the thesis of Matusov’s commentary “A Student’s Right to Freedom of Education” were restated in question form, it might read: who sets the limits of education? Matusov’s position is that “education requires a student to define their own education—i.e., freedom of education” In the context of freedom in education, the architectonic self suggests that students’ rights are dependent on the participation of others. Just as the architectonic self is Bakhtin’s explanation of how reality is relationally constructed, the process of outsideness is his description of how the self and the other actively come to understanding through relationship.

Results
Conclusion

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