This contribution develops a political as well as an educational approach to the concept of ›Stellvertretung‹ following Hobbes’s ›Leviathan‹, Derrida’s reading of Rousseau in his work ›Grammatology‹ and an ethnographic analysis. In this regard ›Stellvertretung‹ cannot simply be understood in terms of representation, delegation or advocacy with reference to a conclusive identification, function and purpose. Therefore this paper outlines how the concept involves hegemonic strategies in reference to the problem of justification, recognition and authority.
Vierteljahrsschrift für wissenschaftliche Pädagogik – Brill
Published: Apr 19, 2018
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