Bedford Branch Seminar
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This paper introduces a notion of ‘conversation’, as distinct from dialogue or dialectic, to the context of educational theory, practice, and research. Through an engagement with the thought of Maurice Blanchot, this paper outlines the conditions he attributes to conversation as plural speech, its relationship to research, how it can be educational, and speculatively concludes by considering how it can operate productively within and around educational institutions. As such, this paper provides an intervention into educational philosophy and theory, which relies on a reading of key sections of Blanchot’s The Infinite Conversation, and reflections on the distinctiveness of his argument in relation to contemporary theoretical approaches, as well as a consideration of the significance of his thought and its application here to the broader questions of what theory might have to offer educational research and practice today.