The focus of the paper is on the relation between education and solidarity and the possible futures that this might entail. A concern over solidarity has been a constant in different forms over the history of western education systems - these forms have encompassed a focus on socialisation and cultural reproduction, a desire to alleviate moral decay, through to a more recent sense that education should do more to tackle social division, the rise of demagoguery and post-truth agendas. A long and steady relationship has been established between solidarity and education, but it has suffered in the glare of other, possibly more pressing, imperatives such as concerns over social justice. This paper offers a ‘rethinking’ of the solidaristic nature of education and in particular the extent to which educational institutions can provide suitable grounds for ‘learning solidarity’. To expand on this topic, I draw on a number of intellectual resources, including the work of Hegel (bildung, socialised conceptions of freedom), and the 20th century debate between Richard Rorty and Nancy Fraser over the possibilities of creating and maintaining solidarity in an increasingly fragmented world. I suggest that a rethinking of educational aims along solidaristic grounds requires greater emphasis on both schools and civil society as sites of learning solidarity and a revitalised bildung. I conclude that any such project should also take into account the possible dangers of this approach, including an over-reliance on ‘statism’ as well as contributing further to processes of educationalization.
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