ABSTRACT
The force of Jacques Rancière’s thought on art and aesthetics has slowly penetrated into the mainstream philosophy of education, and art education in particular. The U.S.-based flagship research journal, Studies in Art Education, has a splattering of articles that reference Rancière’s sweeping claims to aesthetics (e.g., Trafi-Prats 2012). Educational philosophy is equally enamored with his theory, spearheaded by Biesta (2010; Biesta and Bingham 2010). Bright rising scholars such as Tyson (20090) have tried to maintain that Rancière’s theoretical vision offers a way of grasping Paolo Freire’s long-standing claims to “conscientization.” Freire’s failure to provide an unconscious foundation for its conceptualization is thereby vindicated by Rancière.
