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Abstract Social struggles that turn on race, gender, and sexuality are struggles for recognition. At least, this has been a widespread assumption for decades. Yet this assumption has come under critique of late. In this essay, Charles Bingham looks into the debate that surrounds the recognitive paradigm. He looks both at the general (noneducational) debate, and then at the more specific educational debate around recognition. He concludes by highlighting the practical contributions that educators bring to recognitive discourse. Such practical contributions are missing from the more general debate as it has been articulated by cultural theorists. Educational thought adds a significant, and particularly useful, dimension to discussions surrounding the recognitive assumption.
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Stored only when both papers are in the corpus — 24 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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