Citizenship, Education and Violence: On Disrupted by Yusef Waghid, Nuraan Davids

By Yusef Waghid, Nuraan Davids

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That is, critique suspends judgement about what is impossible to consider (Butler, 2009: 783). Similarly, critique also involves ‘the endeavour to know how and to what extent it might be possible to think differently, instead of legitimating what is already known’ (Foucault, 2002: 191). What the aforementioned practice of critique lends itself to is the caution that people cannot move too quickly to condemnation, say in a democracy – since that in itself would act as an infringement on the right of the other to be or become.

16 RETHINKING CITIZENSHIP EDUCATION AS A PEDAGOGICAL ENCOUNTER SCHOOLS BECOMING SITES OF DEMOCRACY Over the past two decades in particular, the school in many liberal democracies has been expected to put an end to a nation’s social ills or even to make it a leader in the global economy (Roland Martin, 2013: 183). In our native country, South Africa, there is tremendous distrust in the school, primarily as a consequence of what is considered the poor academic performance of students in reading, writing and arithmetic.

Hence, in order to always learn there should be the capacity on the part of one not to learn, which therefore maintains learning in relation to the incapacity to learn – since this in itself would attest to the potentiality to learn. Put differently, by ensuring that learning is continuous, mistakes should be made and the incapacity to learn should be demonstrated in the act of learning, or in the act not to learn. Only then would the potentiality to learn always become – and never pass into actuality.

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