Abstract

This dissertation develops a framework for thinking about education in terms of recognition. Relying mainly on the works of Charles Taylor, Martin Buber, Judith Butler, and Jessica Benjamin, the work looks at school experience using the four different discourses on recognition that these authors make available. Specifically, the work analyzes ways in which identity is recognized in schools, and ways in which such recognition can lead to social action in schools and beyond. The work argues that recognition must be paid attention to if human dignity is to be fostered. Instances of misrecognition need to be addressed on both the personal and the social level as such instances are harmful. Educators, and students, will be in a better position to attend to issues of recognition, dignity, and social action if a diverse discourse is available for speaking to these matters. This work develops such a discourse