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Denise Egéa-Kuehne
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| My
research in Curriculum Theory, Philosophy of Education, Critical Theory
and Cultural Studies is characterized by international
scholarship, and is centered on twentieth century French authors (Gaston
Bachelard, Pierre Bourdieu, Albert Camus, Hélène Cixous,
Jacques Derrida, Victor Hugo, Julia Kristeva, Emmanuel Levinas, Michel
Serres). Most of the theoretical and empirical work I dois centered on
ethico-political and responsibility issues focusing on questions of diversity
and social inclusion/exclusion, on problems of languages, cultures and
intercultural communication, and on human, cultural, and linguistic rights,
especially in the contexts of education, knowledge, and educational institutions,
in particular regarding children's, women's and indigenous rights. It has
been recognized as "opening up original research trajectories" and "groundbreaking,"
and as a major contribution to the fields of education and philosophy on
several accounts.
(1) My focus is on the aporetic nature of knowledge and education which so far has been mostly overlooked, for although particularism and universalism under various guises have generated an abundant scholarship, they have been treated as separate entities between which a choice must, and can, be made, or as an antinomy which can be side-stepped by a logic which still relies on a linear and hierarchical understanding of language, knowledge and progress. (2) In a unique approach, my research uses Derrida's analysis of aporias and antinomies, Serres's notions of plurality and multiplicity, and, more recently, Levinas's concepts of the Other, ethics and justice, in an attempt to understand not only the complexity of double injunctions facing educators, but also the necessity to recognize and acknowledge them, and to see the true dilemma not as a choice, but as a responsibility to, both and at the same time, the multiple imperatives inherent in education and knowledge, and the concomitant issues of ethics and justice. (3) When I started this line of research in 1990, it was pointed out that for the first time, Derrida's work was read and presented as central to education. My more recent work brings Levinas in the field of education, and as such, is considered to be "riding the crest of an emergent academic wave" (anonymous referee, August 25, 2004). Furthermore, with the enormous advantage of access to works not yet available in English, I can make these French philosophers' most recent thoughts and works available to English speaking academia, through my publications, my presentations at national and international conferences, and my teaching. |
| EMMANUEL
LEVINAS - Levinas
always insisted that his aim was not to provide "a program," and
accordingly, I am not looking in Levinas's texts for a set of
guidelines, rules, or precepts to be applied to education. Rather, I
strive for a thoughtful and critical reading of Levinas to engage
with his unique style of analysis and questioning as I explore the
necessity and the possibility of thinking education anew in terms of
ethics, justice, responsibility, hope and faith. I am interested
in Levinas's
quest for social justice, democracy and peace. Several articles and
conference
papers have resulted from this research.
BOOK Egéa-Kuehne, D. (ed.) (2008) Levinas and Education: At the Intersection of Faith and Reason. London: Routledge |
| JACQUES
DERRIDA - In my research, I have used Derrida's
analysis of aporias and antinomies to examine the problems, and face the
challenges, of the aporetic nature of knowledge and education. Although
universalism and particularism under various guises have generated an abundant
scholarship, they have been treated as separate entities between which
a choice must, and can be made, or as an antinomy which could be side-stepped
by a dialogical approach still relying on a hierarchical understanding
of language. Using Derrida's approach to aporias and antinomies, I seek
to shift this problem from the edges of the dyad particularism/universalism
to the very center of the aporia. The first step is to recognize the double
imperative; for the true dilemma for educators is not a choice, but how
to respect, and assume our responsibility to, both and at the same time,
particularism and universalism. Numerous presentations and publications
have resulted from this work, as well as a collection of essays from prominent
scholars who studied Derrida.
BOOK Biesta, G.J.J. and Egéa-Kuehne, D. (Eds.) (2001) Derrida & Education. London: Routledge. In two personal letters, Derrida commented on the book: "a magnificent volume," "exemplary," "admirably conceived and edited," major "in a domain where the stakes are so grave" (2001). UPCOMING BOOK: Egéa-Kuehne, D. Key Critical Thinkers in Education: Derrida, Rotterdam, The Netherlands: Sense Publishers. |
| BRIDGING
FRENCH & AMERICAN SCHOLARSHIP
One important, unique aspect of my scholarship consists in establishing a bridge and communication between France and the United States. My work in this domain was supported by two invitations to the Institut National de Recherche Pédagogique in Paris to carry out my research. Several publications and presentations resulted from this research and illustrate these efforts to increase the mutual understanding of the fields of education in both countries. For example, "Understanding Education in France: A Multifaceted Approach to Thinking Education," in Pinar's International Handbook of Curriculum Research (2003) and "Philosophie de l'Éducation dans le monde anglophone," Revue Française de Pédagogie (1997). |
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| In this context, I invited the French philosopher and Academician Michel Serres to LSU (October 6-November 2, 2002), supported by an Office of Research and Graduate Studies Chancellor Distinguished Lectureship Series Award. Michel Serres gave two lectures, one in English, Social and Physical Sciences: The Case of Turner (largest attendance to-date, over 200) and one in French, Le Temps du grand récit (over 100), and two informal student seminars. |
| HUMAN RIGHTS - Especially in light of recent years' international conflicts, my work has led me to the study of human rights (child, women, indigenous people), linguistic and cultural rights, and rights to education, and the exploration of the meaning of democracy and democratic values across cultures, democratic education and education in democracy. 2009 marks the twentieth anniversary of the UN Convention on the Rights of the Child and the 50th anniversary of the Declaration of Children's Rights. Since then, and in light of the current events, my concern has increasingly been with ethico-political issues and their impact on children's right to education and to their home languages, heritages and cultures. "Every recognized country in the world, except for the United States and the collapsed state of Somalia, has ratified the Convention on the Rights of the Child, pledging to uphold its protections for children. Today the convention stands as the single most widely ratified treaty in existence. "(http://www.hrw.org/campaigns/crp/promises/). Several publications and conference papers have resulted from this work. |
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| In 1993, in the Vienna Declaration and Programme of Action, the World Conference on Human Rights stated that human rights education, training and public information were essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace. It called on all States and institutions to include human rights, humanitarian law, democracy and rule of law as subjects in the curricula of all learning institutions, in formal and non-formal settings. In its resolution 49/184 of December 23, 1994, following up on a suggestion of the World Conference, the United Nations General Assembly proclaimed the ten-year period beginning on January 1, 1995 to be the United Nations Decade for Human Rights Education (1995-2004), and it welcomed the "Plan of Action" for the Decade contained in the report of the Secretary-General. Several articles and conference papers have resulted from this research, and it has led me to the Bibliothèque de la Cour Européenne des Droits de l'Homme, Palais des Droits de l'Homme, in Strasbourg, France. |
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| The
year of 2004 brought a particular focus to women's and young girls'
rights as the State of the World’s Children 2004 emphasized the important
role that girls’ education plays in advancing human development and its
relationship to the promise of Education for All (EFA). It highlighted
strategies, programs and initiatives in place in countries all around the
world aimed at promoting girls’ education as a strategic way to ensure
the rights of both girls and boys, improving the lives of all children,
and advancing a country’s development agenda. I was invited to participate
in the Oxford Round Table
scheduled March 28-April 2, 2004 at Oxford’s Lincoln College. The focus
of this Round Table was on human and civil rights with particular reference
to women's rights and issues of gender discrimination in both the public
and private sectors. My contribution was titled "Women's Education: Rights
and Responsibilities."
Although many advances have been made during the UN Decade for Human Rights Education the goals have not been reached: universal primary level education has not been achieved; the gender gap in primary enrollment has been reduced, with girls’ enrollment approaching parity with boys in many parts of the world, but completion rates are still lagging; in the developping countries, some 130 million children of school age still have no access to basic education and millions more receive only substandard education. It is estimated that, today, over 850 million people are functionally illiterate, including in so-called industrialized countries where the illiterate rate has risen. |
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| DEMOCRACY - Issues raised by scholars in non-Western European countries as well as by continental and North American philosophers and curriculum theorists have prompted me to explore the diverse understandings of the concepts of democracy and human rights, their philosophical foundations, and their impact on education. I am especially interested in countries outside Europe and North America. This research has also led me to the Bibliothèque de la Cour Européenne des Droits de l'Homme, Palais des Droits de l'Homme, in Strasbourg, France, and to communications with scholars in several countries, including for example New Zealand, South Africa, Japan, China, Israel, Norway, Finland, Egypt. Several articles and conference papers have already resulted from this research. |
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