By Tomasz Szkudlarek (auth.), Tomasz Szkudlarek (eds.)
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Additional info for Education and the Political: New Theoretical Articulations
P. ’” The managers form of privatization, in which individuals and organizations are “oriented toward whole school or partial school district governance. ” (Scott & DiMartino, 2009, pp. 439–440) Scott and DiMartino (2009) argue that their typology captures not only the administrative, economic, and technical aspects of educational privatization, but also its underemphasized “political and social aspects” (p. 433). It bears noting that both Ball and Youdell (2007) and Scott and DiMartino (2009) approach privatization as a plural and multifaceted phenomenon, enmeshed in wider social and political struggles among a range of social and corporate actors.
Clark and Holquist 1984, p. 217) What, then, is the significance of Bakhtin’s views for political theory? I think that his ideas allow us to treat society as a place of never-ending dialogue between the utterances (texts) of different social groups. This polyphonic nature of society does not entail hegemony as necessary for a society to exist. Dialogue and polyphony exist also between monologic utterances, and if we refer this principle to society, we have to arrive at the conclusion that a conversation between even arbitrary voices is always possible.
Nobody is, however, in a position to be outside dialogical exchange. Thus, understanding is always a partial understanding, in which one deals with a chain of linguistic interactions: the utterance constructed in view of the expected-responseto-the-utterance, the real response, the changed meaning of the primary utterance in view of the real response, the utterance-response, and so on. Each of these cells in the construction of meaning is formed against the background of the conceptual systems (horizons) of the speaker and the listener.