ABSTRACT
Radical political and educational ideas, this chapter argues, often become domesticated through a received conception of education rooted in the humanist legacy. Offering critiques of educational elements of ostensibly philosophical texts that are sometimes held up as presenting radical alternatives to contemporary education, Jacques Rancière's The Ignorant Schoolmaster and John Dewey's How We Think, this chapter goes on to show how Charles Fourier's genuinely radical educational notion of integral education became domesticated by the anarchist tradition and Franciso Ferrer's Modern School. James Guillaume's anarchistic utopian thinking on education is revealed as a notable exception. More Foureirian in form, Guillaume's thought is aligned and developed alongside radical thought from the 1970s; that of Shulamith Firestone, and two of Fourier's readers, Pierre Klossowski and Italo Calvino.
