Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

The 'crisis' in education, modernity, counter-modernity, and enchantment

Jessop, Sharon (2018) The 'crisis' in education, modernity, counter-modernity, and enchantment. Journal of Philosophy of Education. ISSN 0309-8249 (In Press)

[img] Text (Jessop-etal-JPE-2018-The-crisis-in-education)
Accepted Author Manuscript
Restricted to Repository staff only until 29 October 2020.

Download (585kB) | Request a copy from the Strathclyde author


More than half a century ago Hannah Arendt described education as being in a state of crisis, and identified two factors responsible for this: the loss of authority and the impulse to control the future; both emerge from the distinctive dogmas of modernity. Understanding a number of troubling characteristics and practices of contemporary education in relation to these ideas opens up ways of critiquing what is and imagining what could be. Turning to the notion of counter-modernity, in particular enchantment as an oppositional mode in relation to the concept of child, this paper explores some possibilities that might disrupt or impede the fundamental prejudices that enable the dominant instrumental thinking in educational contexts.