Jan Masschelein

 

Jan Masschelein is head of the Laboratory for Education and Society, and of the research group Education, Culture and Society. He studied educational sciences and philosophy at the K.U.Leuven and at the Johan Wolfgang Goethe Universität in Frankfurt am Main and is as well Fellow of the Alexander Von Humboldt-Stiftung. His research can be situated in the broad domain of the formation of educational theory, critical theory, social philosophy and governmentality studies. More concretely it concerns the public and societal role of education and schooling, the role of the university, the changing experiences of time and space in the age of the network, the educational meaning of cinema and camera, the architecture of schools and architecture of the learning environment, a pedagogy of attention, the notion of 'pedagogy', the pedagogical role of teachers and social workers. A lot of attention is directed towards experimental educational practices and towards new forms of documentary and exploratory research.

 

Contact

Jan.Masschelein@ped.kuleuven.be

Tel.: +32 16 32 62 12

Office: PI 03.06

 

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Publications

For a full list see Lirias.

  • Lecture 'Jenseits der Exzellenz' (video)
  • Masschelein, J. (2010). E-ducating the gaze: the idea of a poor pedagogy. Ethics and Education, 5 (1), 43-53.
  • Simons, M., Masschelein, J. (2010). Hatred of democracy... and of the public role of education? Introduction to the special issue on Jacques Rancière. Educational Philosophy and Theory, 42 (5-6), 509-522.
  • Geerinck, I., Masschelein, J., Simons, M. (2010). Teaching and knowledge: a necessary combination? An elaboration of forms of teachers’ reflexivity. Studies in Philosophy and Education, 29, 379-393.
  • Vlieghe, J., Simons, M., Masschelein, J. (2010). The educational meaning of communal laughter. On the experience of corporeal democracy. Educational Theory.
  • Masschelein, J., Simons, M. (2010). The hatred of public schooling: the school as the mark of democracy. Educational Philosophy and Theory, 42 (5-6), 666-682.
  • Simons, M., Masschelein, J. (2010). Governmental, political and pedagogic subjectivation: Foucault with Rancière. Educational Philosophy and Theory, 42 (5-6), 588-605.
  • Masschelein, J., Simons, M. (2010). Schools as Architecture for Newcomers and Strangers: The Perfect School as Public School?. Teachers College Record, 112 (10), art.nr. ID Number: 15743, 8-9.
  • Masschelein, J. (2009). The World ‘Once More’: Walking Lines. Teachers College Record, art.nr. ID Number: 15647.
  • Simons, M., Masschelein, J. (2009). Towards the Idea of a World University. Interchange, 40 (1), 1-23.
  • Simons, M., Masschelein, J. (2009). The Public and its University: beyond learning for civic employability?. European educational research journal, 8 (2), 204-217.
  • Masschelein, J., Simons, M. (2009). From Active Citizenship to World Citizenship: a proposal for a world university. European educational research journal, 8 (2), 236-248.
  • Biesta, G., Kwiek, M., Lock, G., Martins, H., Masschelein, J., Papatsiba, V., Simons, M., Zgaga, P. (2009). What Is the Public Role of the University? A Proposal for a Public Research Agenda. European educational research journal, 8 (2), 249-254.
  • Vlieghe, J., Simons, M., Masschelein, J. (2009). The Democracy of the Flesh: Laughter as an Educational and Public Event. Philosophy of Education (2009), 204-212.
  • Masschelein, J., Simons, M. (2008). Do historians (of education) need philosophy? The enlightening potential of a philosophical ethos. Paedagogica historica, 44 (6), 647-660.
  • Simons, M., Masschelein, J. (2008). The governmentalization of learning and the assemblage of a learning apparatus. Educational theory, 58 (4), 391-415.
  • Simons, M., Masschelein, J. (2008). From schools to learning environments: The dark side of being exceptional. Journal of philosophy of education, 42 (3-4), 687-704.
  • Masschelein, J. (2008). E-ducando o Olhar: A necessidade de uma pedagogia pobre. Educacao e Realidade, 33 (1), 35-47.
  • Masschelein, J., Simons, M. (2007). The architecture of the learning environment: A school without a ‘soul’?. Oase, 72, 6-13.
  • Simons, M., Masschelein, J. (2006). The permanent quality tribunal in education and the limits of education policy. Policy Futures, 4, 294-307.
  • Masschelein, J., Quaghebeur, K. (2006). Participation: Making a difference? Critical analysis of the participatory claims of change, reversal and empowerment. Interchange, 73, 309-331.
  • Masschelein, J. (2006). Experience and the limits of governmentality. Educational Philosophy and Theory, 38, 561-575.
  • Simons, M., Masschelein, J. (2006). The learning society and governmentality: An introduction. Educational Philosophy and Theory, 38, 417-430.
  • Masschelein, J., Quaghebeur, K. (2005). Participation for better or for worse?. Journal of philosophy of education, 39 (1), 51-65.
  • Simons, M., Masschelein, J., Quaghebeur, K. (2005). The ethos of critical research and the idea of a coming research community. Educational philosophy and theory, 37 (6), 817-832.
  • Masschelein, J., Simons, M. (2005). The strategy of the inclusive education apparatus: inclusive education for exclusive pupils. Studies in philosophy and education, 24 (2), 117-138.