ABSTRACT

This article examines some aspects of the entanglement between aesthetic injustice and epistemic injustice, paying special attention to how aesthetic injustice can be resisted in the classroom. The article brings into conversation Boal’s notion of aesthetic injustice with Rancière’s work on the overlapping of aesthetics and politics to suggest that a truly democratic education must work on the level of senses, so that students learn how to identify and resist aesthetic injustice in their everyday lives. Specifically, it is argued that the democratic potential of education is inextricably linked to resisting aesthetic and epistemic injustice in practice. The main point of the article is that resistance to aesthetic injustice in the classroom operates as an instance of politics that mobilizes struggle against oppression. In this sense, the nature of political work conducted in democratic education is to undo the oppressive distribution of the senses.

摘要

本文探讨了审美不公正与认识不公正之间纠缠的某些方面，特别关注如何在课堂上抵制审美不公正。这篇文章将 Boal 的美学不公正概念与 Rancière 关于美学和政治重叠的工作进行了对话，表明真正的民主教育必须在感官层面发挥作用，以便学生学会如何识别和抵制日常生活中的审美不公正. 具体来说，有人认为，教育的民主潜力与在实践中抵制审美和认识上的不公正有着千丝万缕的联系。这篇文章的要点是，在课堂上对审美不公正的抵制是作为动员起来反抗压迫的政治实例。在这个意义上，