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Ideologikritik
- 2021. - 1
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Editorial collection (other academic/artistic)
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- Johansson Wilén, Evelina, et al.
(author)
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Ideologikritik
- 2021
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Book (other academic/artistic)abstract
- Trots att vi under de senaste 40 åren har bevittnat inte enbart en ideologisk offensiv mot ekonomisk jämlikhet, utan även hur marknadens logik sökt sig in i och omvandlat allt från utbildningssystemet till sjukvården, har under samma period massiv kritik riktats mot ideologibegreppet. Med hjälp av teoretiska och empiriska undersökningar, som behandlar allt från skolpolitik och abortlagstiftning till den haitiska revolutionen och feministiska rörelser i Sverige, återintroducerar denna antologi ideologibegreppets metodologiska och teoretiska relevans för studenter inom human- och samhällsvetenskaperna. Ytterligare centrala bidrag är att den visar hur ideologikritik skiljer sig från såväl diskurs- som ideologianalys, samt att ideologibegreppet kan användas i analyser av allt från politiska idéströmningar (som socialism och konservatism) till allmänna föreställningar (individen är sin egen lyckas smed), praktiker (det fria skolvalet) och sociala strukturer (kapitalismen).
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- Johansson Wilén, Evelina, 1985-, et al.
(author)
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Ideologikritikens återkomst
- 2021
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In: Evelina Johansson Wilén, Tomas Wedin och Carl Wilén (red.), Ideologikritik. - Lund : Studentlitteratur. - 9789144139883 ; , s. 17-44
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Book chapter (other academic/artistic)
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- Johansson Wilén, Evelina, 1985-, et al.
(author)
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Till ideologikritikens försvar
- 2021
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In: Evelina Johansson Wilén, Tomas Wedin och Carl Wilén (red.), Ideologikritik. - Lund : Studentlitteratur. - 9789144139883 ; , s. 277-308
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Book chapter (other academic/artistic)
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| 5. |
- Wedin, Tomas, 1981-, et al.
(author)
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Ancient equality against modern democracy : resources of critique in Hannah Arendt and Ellen Meiksins Wood
- 2019
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In: Distinktion. - Abingdon : Routledge. - 1600-910X .- 2159-9149. ; 21:1, s. 19-45
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Journal article (peer-reviewed)abstract
- Increasing discontent with the current status of democracy has prompted a renewed interest in Athenian democracy. This article contributes with the first comparative analysis of two political theoreticians–Hannah Arendt and Ellen Meiksins Wood–whose reactivations of ancient political experiences significantly predate recent trends. Despite the fact that Arendt levelled fierce critique against the Marxist tradition of which Wood was a part, it is shown how both thinkers involved a close consideration of the relation between the social/economic and the political in their analyses; regarded Athenian forms of equality as the differentia specifica when measured against modernincarnations of democracy; committed themselves to the controversial move to grant slavery a marginal role in their analyses; turned to the American Revolution to discern the specificity of the ancient forms equality and modern democracy; and how both departed from the mainstream definitions of democracy as a list of institutions or a number of criteria. We argue that Arendt and Wood reach similar conclusions about the distinctive form of separation between the political and the social/economic in Athens, reach different conclusions about the distinctive forms of collapse and separation respectively in the modern epoch, but nonetheless unite in their critique of the American Revolution. On those premises, the central aim is to investigate how the reactivation of Athenian equality can serve as a resource for critique of three forms of equality that underpins democracy in the modern age, which we designate formal, distributive and imaginary equality. © 2019 The Author(s)
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| 6. |
- Wedin, Tomas, 1981, et al.
(author)
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Ancient equality against modern democracy: resources of critique in Hannah Arendt and Ellen Meiksins Wood
- 2020
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In: Distinktion : Scandinavian Journal of Social Theory. - 1600-910X. ; 21:1, s. 19-45
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Journal article (peer-reviewed)abstract
- Increasing discontent with the current status of democracy has prompted a renewed interest in Athenian democracy. This article contributes with the first comparative analysis of two political theoreticians – Hannah Arendt and Ellen Meiksins Wood – whose reactivations of ancient political experiences significantly predate recent trends. Despite the fact that Arendt levelled fierce critique against the Marxist tradition of which Wood was a part, it is shown how both thinkers involved a close consideration of the relation between the social/economic and the political in their analyses; regarded Athenian forms of equality as the differentia specifica when measured against modern incarnations of democracy; committed themselves to the controversial move to grant slavery a marginal role in their analyses; turned to the American Revolution to discern the specificity of the ancient forms equality and modern democracy; and how both departed from the mainstream definitions of democracy as a list of institutions or a number of criteria. We argue that Arendt and Wood reach similar conclusions about the distinctive form of separation between the political and the social/economic in Athens, reach different conclusions about the distinctive forms of collapse and separation respectively in the modern epoch, but nonetheless unite in their critique of the American Revolution. On those premises, the central aim is to investigate how the reactivation of Athenian equality can serve as a resource for critique of three forms of equality that underpins democracy in the modern age, which we designate formal, distributive and imaginary equality.
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| 10. |
- Wedin, Tomas, 1981
(author)
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Educational Equality: A Politico-Temporal Approach
- 2019
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In: Journal of Philosophy of Education. - Chichester : Oxford University Press (OUP). - 0309-8249 .- 1467-9752. ; 53:2, s. 248-272
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Journal article (peer-reviewed)abstract
- In a number of more recent studies, it has been argued that an increasingly presentistic temporal regime has emerged in educational politics since the 1970s. Against this backdrop, with Sweden as an exemplar, the purpose of this study is twofold. Firstly, it serves to elaborate on how this presentist temporal logic in the educational field appears to be entwined with a specific form of equality, which I will refer to as imaginary equality. Arguing that it is motivated to conceive of these two—the tendency of presentism and the imaginary equality—as one problem complex, I maintain that the politico-temporal order that has emerged since the 1970s runs counter to democracy as a regime for enhancing political freedom. In light of this, the second purpose is to delineate a politically more dynamic way to tackle education as a politico-temporal challenge. I argue that Hannah Arendt's reflections on the role of education and her idea of the world offer ways to address the problem which calls into question the tenacious and with modernity concomitant division between traditionalism and progressivism. I maintain that we, by cutting across this division, open up for more viable ways of tackling education as a politico-temporal challenge.
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