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Works by Gregory N. Bourassa

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  1.  32
    The biopolitical turn in educational theory: Autonomist Marxism and revolutionary subjectivity in Empire.Gregory N. Bourassa &Graham B. Slater -2022 -Educational Philosophy and Theory 54 (7):964-973.
    With Empire, Michael Hardt and Antonio Negri reinvigorated debates in political theory and radical philosophy about the cultivation of revolutionary subjectivity. Their theorization of Empire and multitude has also significantly affected the tenor of critical approaches to educational theory during the past two decades. In this article, we discuss Hardt and Negri’s contribution to what we call the biopolitical turn in educational theory, emphasizing the influence of autonomist Marxism on their work. Even more specifically, we discuss the impact of the (...) autonomist tradition on their formulation of the nature of the relationship between the multitude and Empire: that the multitude is the generative force of the social world, whereas Empire is merely an apparatus of capture. This autonomist approach reveals a set of questions regarding subjectivity, materialism, and social ontology, which we argue are ripe for engagement by educational theorists, and indicate the enduring relevance of Empire as a valuable text for educational theorists interested in matters of biopolitical production, collective opposition, and revolutionary subjectivity. (shrink)
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  2.  38
    Monstrous Generosity: Pedagogical Affirmations of the “Improper”.Gregory N. Bourassa &Frank Margonis -2017 -Studies in Philosophy and Education 36 (6):615-632.
    This article focuses upon monstrously generous teaching styles, enacted in neocolonial educational contexts, where the interactions between students and teachers are sometimes tense and mistrustful. The tensions between students and teachers are explained by discussing the ways in which schools—in the theoretical perspective of Roberto Esposito—operate to immunize the society against youth deemed improper. Utilizing the theories of Antonio Negri, James Baldwin, and W.E.B. Du Bois, the characterization of students as monstrous is discussed and an inversion is suggested, whereby students (...) deemed to be monstrous are considered the source of reinvigorating visions of society. The pedagogical approaches of teachers who seek to welcome and nurture monstrous students are described, relying upon the accounts of great teachers offered by educators and sociologists. In practice, monstrously generous teachers make supererogatory gestures in their interactions with students, as a way of signaling to heavily-armored youth that they are willing to enter reciprocal relationships with them. Once youth drop their armor and begin to share their perspectives, monstrously generous teachers develop multiple means of helping youth develop their worldviews, without surveillance or censor. (shrink)
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  3.  23
    Methodological Reflection and New Creative Moments in Educational Philosophy.Gregory N. Bourassa -2013 -Philosophy of Education 69:376-378.
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  4.  11
    An Autonomist Rethinking of Resistance Theory and Pedagogical Temporality.Gregory N. Bourassa -2012 -Philosophy of Education 68:355-363.
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  5.  20
    Adorno, (Non-)Dialectical Thought, (Post-)Autonomy, and the Question of Bildung.Gregory N. Bourassa -2016 -Philosophy of Education 72:214-217.
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  6.  21
    Education in the Age of Biocapitalism: Optimizing educational life for a flat world.Gregory N. Bourassa -2015 -Educational Philosophy and Theory 47 (5):532-536.
  7.  26
    Pierce, C., Education in the Age of Biocapitalism: Optimizing educational life for a flat world New York, Palgrave Macmillan, 2013.Gregory N. Bourassa -2015 -Educational Philosophy and Theory 47 (5):1-5.
  8.  15
    Reflection or Refusal? A Response to Hilton Kelly’s 2018 AESA Presidential Address.Gregory N. Bourassa &Graham B. Slater -2019 -Educational Studies 55 (6):712-716.
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  9.  9
    A Review of “Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy”. [REVIEW]Gregory N. Bourassa -2010 -Educational Studies: A Jrnl of the American Educ. Studies Assoc 46 (3):363-366.
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