chapter  6
Pages 17

In writing about Derrida and education we are faced with the problem that he appears to have nothing directly to say about education. Thus to read Derrida from the standpoint of an educator, with an educational perspective and with a view to gaining educational ‘pay-offs’ from one’s reading, must inevitably force us beyond our immediate standpoint into foregrounding, sooner or later, the general question of how a writer is to be read, of how any writer ‘speaks’ to us. Commonly, and particularly with educators, there is a tendency to think of this in terms of a writer’s ‘relevance’ and we then ask the question, ‘What is being said that is useful or capable of being applied to my concerns? Will I as a result of my reading become more “enlightened” and “efficacious”?’