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Naomi Hodgson

Liverpool Hope University, Education, Faculty Member

KU Leuven, Laboratory for Education and Society, Visiting Researcher

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Lecturer in Education Studies | Liverpool Hope University, UK
Visiting Research Fellow | Laboratory for Education and Society | KU Leuven, Belgium
Managing Editor | PES Yearbook
Reviews Editor | Journal of Philosophy of Education
Supervisors: Professor Paul Standish

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Books by Naomi Hodgson

Manifesto for a Post-Critical Pedagogy (a book)

by Piotr Zamojski, Naomi Hodgson, joris vlieghe, Oren Ergas, Norm Friesen, and Geert Thyssen

The whole book is available at: https://punctumbooks.com/titles/manifesto-for-a-post-critical-ped... more The whole book is available at: https://punctumbooks.com/titles/manifesto-for-a-post-critical-pedagogy/
The Manifesto for a Post-Critical Pedagogy was written in September 2016 and first presented at Liverpool Hope University on 17th October 2016. At that launch event, we heard a keynote response from Tyson Lewis and further invited responses from Geert Thyssen and Olga Ververi. From the outset, having made the Manifesto available online in open access, we were encouraged by the enthusiastic response and the genuine interest shown by colleagues internationally. We therefore chose to invite further responses, to broaden the conversation, but did so specifically from early- to mid-career scholars. Hence, we also include here responses from Oren Ergas, Norm Friesen, and Stefan Ramaekers.
We provide no commentary here on the Manifesto itself, or the responses that follow it in this book, other than to say that, as a manifesto it is intended to be short and to contain no references. The responses are more academic in style but still adopt a more conversational tone than a regular text, and they vary in length. The conversation form is taken up more fully in the final chapter in which we seek to address some of the questions they raise in ways that, we hope, provide further provocation and keep the conversation open.

'Visualization, performance, and the figure of the researcher' in Fejes, A. and Nicoll, K. (eds) Foucault and a Politics of Confession in Education (Routledge, 2014)

On Understanding Power and the Subject of Educational Research in Reid, A. et al (eds) A Companion to Research in Education (Springer, 2014)

Interculturalism, Education, and Dialogue, Besley and Peters (eds) (Peter Lang, 2012)

Papers by Naomi Hodgson

Les voix appris des citoyens européens: de subjectivation gouvernementale à subjectivation politique

The article focuses on the way in which voice operates within the current discourse of democracy,... more The article focuses on the way in which voice operates within the current discourse of democracy, citizenship, and learning. Based on an analysis of «learning devices» and «citizenship devices» we will show that the individual is asked to articulate him or herself in particular ways as evidence of engagement, of inclusion, and of participatory democracy. It is someone’s «personhood» –issues related to identity, preferences, feelings of ownership– that comes to count as evidence of civic engagement and political involvement. This process of personalization –the inscription of the individual as a person that turns him or her into a European citizen– will be described as an important aspect of the current mode of governmental subjectivation. To address this we explore, in line with Jacques Rancière, the notion of «political subjectivation». While governmental subjectivation involves a process of identification with the order of society, political subjectivation is a paradoxical process...

Manifesto for a post-critical pedagogy (Spanish translation)

A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Crit... more A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Critical Pedagogy elaborado por los profesores Naomi Hodgson, Joris Vlieghe y Piotr Zamojski. Posteriormente se publicó en 2017 con respuestas de Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen y Stefan Ramaekers, a las que se añadieron otras tantas contestaciones de los autores. Los cinco principios propuestos en el Manifiesto son: 1) Hay principios que defender. 2) De la pedagogía hermenéutica a una hermenéutica pedagógica. 3) De una pedagogía crítica a una pedagogía post-crítica. 4) Del optimismo cruel a la esperanza en el presente. 5) Desde una educación para la ciudadanía a un amor por el mundo. La revista Teoría de la Educación. Revista Interuniversitaria, en su voluntad de ofrecer a la comunidad académica una visión plural de las nuevas tendencias en los análisis teóricos de la educación, propone en este número monográfico la traducción al español del Manifiesto, un...

FoE Research Seminar Culture and Upbringing Studies, towards a philosophical-pedagogical account of raising children

<b>8th Nov 4pm Dr Naomi Hodgson: Culture and Upbringing Studies, towards a philosophical-pe... more

Visualization, performance and the figure of the researcher

Foucault and a Politics of Confession in Education, 2014

The Thinking University, 2020

Registers of community: Policy discourse, subjectivity and coming to terms with our conditions

Philosophy and Community, 2020

Fostering community cohesion is a seemingly perennial concern. The sense of urgency around the ne... more Fostering community cohesion is a seemingly perennial concern. The sense of urgency around the need for community has been recast as Western democracies have moved further away from a welfare state model of government and the implicit sense of solidarity this entails. This chapter traces how the language of community in contemporary forms of governance has been repositioned and the form of individuality this requires. It then considers what governmental notions of community leave out of sight, drawing on notions of community in the work of Robert Esposito and Stanley Cavell that acknowledge partiality and indebtedness as existential elements of our living together. Following Latour’s conception of political community, it moves towards a sense of community as always in the making, constituted in our gathering around what we care about.

Dogtooth: Initiating Children in Language and World

Philosophical Presentations of Raising Children, 2019

The second film analysis, of Dogtooth, draws out how the depiction of childrearing in the film is... more The second film analysis, of Dogtooth, draws out how the depiction of childrearing in the film is allegorical of how we protect children from, and initiate children in to, the world. To further develop the affirmative account of upbringing, we focus on the very particular vision of language presented in the film, particularly, the specific teaching and learning of words and the world it constitutes that we see. We articulate this in relation to Stanley Cavell’s account of initiation as an expression of what we do when we ‘teach’ children about the world. We argue that the use of language in the film exposes something of our relationship to language and to our children that goes unnoticed in today’s predominant recasting of this relationship in terms of ‘parenting.’ The film asserts, albeit in a paradoxical way, the implications of the inevitability of the representativeness of the parent as a pedagogical figure.

Open access publication: some notes on visibility and making public

The paper analyses the recent policy relating to open access publication as a requirement of fun... more The paper analyses the recent policy relating to open access publication as a requirement of funding councils and future research excellence assessments. This is considered in the context of the way in which the university and the researcher have been reconigured by and for the knowledge economy. Open access is explored in relation to both the opening up of the university and its constituent functions and the way in which new technologies and social media are constitutive of the researcher to explore how practices of visibility and transparency operate in modes of governing and self-governing. The principle of making research accessible to the public through open access publication opens the question of how the public is understood in this relationship. Drawing on the work of Bruno Latour a distinction is drawn between publication as making visible and publication as making public.

The entrepreneurial subject

The notion of the entrepreneurial self describes how changes that have taken place at the level o... more The notion of the entrepreneurial self describes how changes that have taken place at the level of government – towards open competition, public participation, performance management based on outputs and feedback, for example – require us to understand and conduct ourselves in particular ways. In recent years it has come to feature in the way we understand the purposes of education, and ourselves in relation to it, in particular ways, and thus has become a focus of educational philosophy and theory. The term entrepreneurial in the entrepreneurial self comes not, or not only, from critical educational and social theorists, however; it is the language of policy itself. We are explicitly addressed as needing to be entrepreneurial. The focus here is on the entrepreneurial self as a particular form of subjectivation operative today. That is, the notion of the entrepreneurial self refers to particular discourses and practices according to which we are governed and govern ourselves. This s...

Educational transformation and the force of film: Viewing Michael Haneke’s The Seventh Continent

Philosophy of Education Archive, 2018

In recent years, educational philosophy has sought new modes of inquiry with which to respond to ... more In recent years, educational philosophy has sought new modes of inquiry with which to respond to our current conditions. In light of the diagnosis of our being immunized from the world and its problems, these experimental and empirical practices often take their cue from Arendt’s call to find a way to move in the gap between past and future. These experimental practices have used film-making and film-viewing, in particular, as means to attend to the present and to counter our immunization from it.1 The work of this article connects to this recent trend in educational philosophy. The inquiry this article is based on arises out of our viewing of the film The Seventh Continent,2 and the conditions of this viewing. We share with these other engagements with film a concern with the possibility of (personal) transformation and (societal) change and take seriously the idea of an “education of grown-ups”3 as expressed by Stanley Cavell, in which change is conceived as transformation of the ...

The Entrepreneurial Self

International Handbook of Philosophy of Education, 2018

The notion of the entrepreneurial self describes how changes that have taken place at the level o... more The notion of the entrepreneurial self describes how changes that have taken place at the level of government – towards open competition, public participation, performance management based on outputs and feedback, for example – require us to understand and conduct ourselves in particular ways. In recent years it has come to feature in the way we understand the purposes of education, and ourselves in relation to it, in particular ways, and thus has become a focus of educational philosophy and theory. The term entrepreneurial in the entrepreneurial self comes not, or not only, from critical educational and social theorists, however; it is the language of policy itself. We are explicitly addressed as needing to be entrepreneurial. The focus here is on the entrepreneurial self as a particular form of subjectivation operative today. That is, the notion of the entrepreneurial self refers to particular discourses and practices according to which we are governed and govern ourselves. This self-understanding is constituted not only in and through formal educational institutions but also through many facets of our daily lives. A shift in recent decades from the hierarchical government of the nation-state to the entrepreneurial governance of late neoliberalism not only constitutes but also requires the entrepreneurial self. This will be outlined with reference to three figures of the entrepreneurial self: the parent; the citizen; and the researcher.

Post-Critique, Politics, and the Political in Educational Philosophy

On Education. Journal for Research and Debate, 2020

The recent Manifesto for a Post-Critical Pedagogy introduced a specifically pedagogical register ... more The recent Manifesto for a Post-Critical Pedagogy introduced a specifically pedagogical register into theoretical and methodological consideration of post-critique. Focusing on a specific aspect of the Manifesto – the view that the political concerns of much critical educational research position education as instrumental to politics to the extent that the “educational” in educational research is left out of the picture – I ask to what extent we can defend the view that education and politics should be separate in our enquiries? Drawing on a particular account of the separation of education and politics I suggest that what is at issue is not the political as such but the particular, sociological, register of politics at work in critical educational research. To bracket out the political is potentially to leave everyday flesh and blood experiences of education out of the picture.

Manifiesto por una pedagogía post-crítica (traducción al español)

Teoría de la Educación. Revista Interuniversitaria, 2020

A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Crit... more A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Critical Pedagogy elaborado por los profesores Naomi Hodgson, Joris Vlieghe y Piotr Zamojski. Posteriormente se publicó en 2017 con respuestas de Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen y Stefan Ramaekers, a las que se añadieron otras tantas contestaciones de los autores. Los cinco principios propuestos en el Manifiesto son: 1) Hay principios que defender. 2) De la pedagogía hermenéutica a una hermenéutica pedagógica. 3) De una pedagogía crítica a una pedagogía post-crítica. 4) Del optimismo cruel a la esperanza en el presente. 5) Desde una educación para la ciudadanía a un amor por el mundo. La revista Teoría de la Educación. Revista Interuniversitaria, en su voluntad de ofrecer a la comunidad académica una visión plural de las nuevas tendencias en los análisis teóricos de la educación, propone en este número monográfico la traducción al español del Manifiesto, un...

Problems in philosophy of education: a systematic approach

Educational Review, 2019

Manifesto for a Post-Critical Pedagogy

Education and the Love for the World: articulating a post-critical educational philosoph

Foro de Educación, 2018

Manifesto for a Post-Critical Pedagogy (a book)

by Piotr Zamojski, Naomi Hodgson, joris vlieghe, Oren Ergas, Norm Friesen, and Geert Thyssen

The whole book is available at: https://punctumbooks.com/titles/manifesto-for-a-post-critical-ped... more The whole book is available at: https://punctumbooks.com/titles/manifesto-for-a-post-critical-pedagogy/
The Manifesto for a Post-Critical Pedagogy was written in September 2016 and first presented at Liverpool Hope University on 17th October 2016. At that launch event, we heard a keynote response from Tyson Lewis and further invited responses from Geert Thyssen and Olga Ververi. From the outset, having made the Manifesto available online in open access, we were encouraged by the enthusiastic response and the genuine interest shown by colleagues internationally. We therefore chose to invite further responses, to broaden the conversation, but did so specifically from early- to mid-career scholars. Hence, we also include here responses from Oren Ergas, Norm Friesen, and Stefan Ramaekers.
We provide no commentary here on the Manifesto itself, or the responses that follow it in this book, other than to say that, as a manifesto it is intended to be short and to contain no references. The responses are more academic in style but still adopt a more conversational tone than a regular text, and they vary in length. The conversation form is taken up more fully in the final chapter in which we seek to address some of the questions they raise in ways that, we hope, provide further provocation and keep the conversation open.

'Visualization, performance, and the figure of the researcher' in Fejes, A. and Nicoll, K. (eds) Foucault and a Politics of Confession in Education (Routledge, 2014)

On Understanding Power and the Subject of Educational Research in Reid, A. et al (eds) A Companion to Research in Education (Springer, 2014)

Interculturalism, Education, and Dialogue, Besley and Peters (eds) (Peter Lang, 2012)

Les voix appris des citoyens européens: de subjectivation gouvernementale à subjectivation politique

The article focuses on the way in which voice operates within the current discourse of democracy,... more The article focuses on the way in which voice operates within the current discourse of democracy, citizenship, and learning. Based on an analysis of «learning devices» and «citizenship devices» we will show that the individual is asked to articulate him or herself in particular ways as evidence of engagement, of inclusion, and of participatory democracy. It is someone’s «personhood» –issues related to identity, preferences, feelings of ownership– that comes to count as evidence of civic engagement and political involvement. This process of personalization –the inscription of the individual as a person that turns him or her into a European citizen– will be described as an important aspect of the current mode of governmental subjectivation. To address this we explore, in line with Jacques Rancière, the notion of «political subjectivation». While governmental subjectivation involves a process of identification with the order of society, political subjectivation is a paradoxical process...

Manifesto for a post-critical pedagogy (Spanish translation)

A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Crit... more A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Critical Pedagogy elaborado por los profesores Naomi Hodgson, Joris Vlieghe y Piotr Zamojski. Posteriormente se publicó en 2017 con respuestas de Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen y Stefan Ramaekers, a las que se añadieron otras tantas contestaciones de los autores. Los cinco principios propuestos en el Manifiesto son: 1) Hay principios que defender. 2) De la pedagogía hermenéutica a una hermenéutica pedagógica. 3) De una pedagogía crítica a una pedagogía post-crítica. 4) Del optimismo cruel a la esperanza en el presente. 5) Desde una educación para la ciudadanía a un amor por el mundo. La revista Teoría de la Educación. Revista Interuniversitaria, en su voluntad de ofrecer a la comunidad académica una visión plural de las nuevas tendencias en los análisis teóricos de la educación, propone en este número monográfico la traducción al español del Manifiesto, un...

FoE Research Seminar Culture and Upbringing Studies, towards a philosophical-pedagogical account of raising children

<b>8th Nov 4pm Dr Naomi Hodgson: Culture and Upbringing Studies, towards a philosophical-pe... more

Visualization, performance and the figure of the researcher

Foucault and a Politics of Confession in Education, 2014

The Thinking University, 2020

Registers of community: Policy discourse, subjectivity and coming to terms with our conditions

Philosophy and Community, 2020

Fostering community cohesion is a seemingly perennial concern. The sense of urgency around the ne... more Fostering community cohesion is a seemingly perennial concern. The sense of urgency around the need for community has been recast as Western democracies have moved further away from a welfare state model of government and the implicit sense of solidarity this entails. This chapter traces how the language of community in contemporary forms of governance has been repositioned and the form of individuality this requires. It then considers what governmental notions of community leave out of sight, drawing on notions of community in the work of Robert Esposito and Stanley Cavell that acknowledge partiality and indebtedness as existential elements of our living together. Following Latour’s conception of political community, it moves towards a sense of community as always in the making, constituted in our gathering around what we care about.

Dogtooth: Initiating Children in Language and World

Philosophical Presentations of Raising Children, 2019

The second film analysis, of Dogtooth, draws out how the depiction of childrearing in the film is... more The second film analysis, of Dogtooth, draws out how the depiction of childrearing in the film is allegorical of how we protect children from, and initiate children in to, the world. To further develop the affirmative account of upbringing, we focus on the very particular vision of language presented in the film, particularly, the specific teaching and learning of words and the world it constitutes that we see. We articulate this in relation to Stanley Cavell’s account of initiation as an expression of what we do when we ‘teach’ children about the world. We argue that the use of language in the film exposes something of our relationship to language and to our children that goes unnoticed in today’s predominant recasting of this relationship in terms of ‘parenting.’ The film asserts, albeit in a paradoxical way, the implications of the inevitability of the representativeness of the parent as a pedagogical figure.

Open access publication: some notes on visibility and making public

The paper analyses the recent policy relating to open access publication as a requirement of fun... more The paper analyses the recent policy relating to open access publication as a requirement of funding councils and future research excellence assessments. This is considered in the context of the way in which the university and the researcher have been reconigured by and for the knowledge economy. Open access is explored in relation to both the opening up of the university and its constituent functions and the way in which new technologies and social media are constitutive of the researcher to explore how practices of visibility and transparency operate in modes of governing and self-governing. The principle of making research accessible to the public through open access publication opens the question of how the public is understood in this relationship. Drawing on the work of Bruno Latour a distinction is drawn between publication as making visible and publication as making public.

The entrepreneurial subject

The notion of the entrepreneurial self describes how changes that have taken place at the level o... more The notion of the entrepreneurial self describes how changes that have taken place at the level of government – towards open competition, public participation, performance management based on outputs and feedback, for example – require us to understand and conduct ourselves in particular ways. In recent years it has come to feature in the way we understand the purposes of education, and ourselves in relation to it, in particular ways, and thus has become a focus of educational philosophy and theory. The term entrepreneurial in the entrepreneurial self comes not, or not only, from critical educational and social theorists, however; it is the language of policy itself. We are explicitly addressed as needing to be entrepreneurial. The focus here is on the entrepreneurial self as a particular form of subjectivation operative today. That is, the notion of the entrepreneurial self refers to particular discourses and practices according to which we are governed and govern ourselves. This s...

Educational transformation and the force of film: Viewing Michael Haneke’s The Seventh Continent

Philosophy of Education Archive, 2018

In recent years, educational philosophy has sought new modes of inquiry with which to respond to ... more In recent years, educational philosophy has sought new modes of inquiry with which to respond to our current conditions. In light of the diagnosis of our being immunized from the world and its problems, these experimental and empirical practices often take their cue from Arendt’s call to find a way to move in the gap between past and future. These experimental practices have used film-making and film-viewing, in particular, as means to attend to the present and to counter our immunization from it.1 The work of this article connects to this recent trend in educational philosophy. The inquiry this article is based on arises out of our viewing of the film The Seventh Continent,2 and the conditions of this viewing. We share with these other engagements with film a concern with the possibility of (personal) transformation and (societal) change and take seriously the idea of an “education of grown-ups”3 as expressed by Stanley Cavell, in which change is conceived as transformation of the ...

The Entrepreneurial Self

International Handbook of Philosophy of Education, 2018

The notion of the entrepreneurial self describes how changes that have taken place at the level o... more The notion of the entrepreneurial self describes how changes that have taken place at the level of government – towards open competition, public participation, performance management based on outputs and feedback, for example – require us to understand and conduct ourselves in particular ways. In recent years it has come to feature in the way we understand the purposes of education, and ourselves in relation to it, in particular ways, and thus has become a focus of educational philosophy and theory. The term entrepreneurial in the entrepreneurial self comes not, or not only, from critical educational and social theorists, however; it is the language of policy itself. We are explicitly addressed as needing to be entrepreneurial. The focus here is on the entrepreneurial self as a particular form of subjectivation operative today. That is, the notion of the entrepreneurial self refers to particular discourses and practices according to which we are governed and govern ourselves. This self-understanding is constituted not only in and through formal educational institutions but also through many facets of our daily lives. A shift in recent decades from the hierarchical government of the nation-state to the entrepreneurial governance of late neoliberalism not only constitutes but also requires the entrepreneurial self. This will be outlined with reference to three figures of the entrepreneurial self: the parent; the citizen; and the researcher.

Post-Critique, Politics, and the Political in Educational Philosophy

On Education. Journal for Research and Debate, 2020

The recent Manifesto for a Post-Critical Pedagogy introduced a specifically pedagogical register ... more The recent Manifesto for a Post-Critical Pedagogy introduced a specifically pedagogical register into theoretical and methodological consideration of post-critique. Focusing on a specific aspect of the Manifesto – the view that the political concerns of much critical educational research position education as instrumental to politics to the extent that the “educational” in educational research is left out of the picture – I ask to what extent we can defend the view that education and politics should be separate in our enquiries? Drawing on a particular account of the separation of education and politics I suggest that what is at issue is not the political as such but the particular, sociological, register of politics at work in critical educational research. To bracket out the political is potentially to leave everyday flesh and blood experiences of education out of the picture.

Manifiesto por una pedagogía post-crítica (traducción al español)

Teoría de la Educación. Revista Interuniversitaria, 2020

A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Crit... more A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Critical Pedagogy elaborado por los profesores Naomi Hodgson, Joris Vlieghe y Piotr Zamojski. Posteriormente se publicó en 2017 con respuestas de Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen y Stefan Ramaekers, a las que se añadieron otras tantas contestaciones de los autores. Los cinco principios propuestos en el Manifiesto son: 1) Hay principios que defender. 2) De la pedagogía hermenéutica a una hermenéutica pedagógica. 3) De una pedagogía crítica a una pedagogía post-crítica. 4) Del optimismo cruel a la esperanza en el presente. 5) Desde una educación para la ciudadanía a un amor por el mundo. La revista Teoría de la Educación. Revista Interuniversitaria, en su voluntad de ofrecer a la comunidad académica una visión plural de las nuevas tendencias en los análisis teóricos de la educación, propone en este número monográfico la traducción al español del Manifiesto, un...

Problems in philosophy of education: a systematic approach

Educational Review, 2019

Manifesto for a Post-Critical Pedagogy

Education and the Love for the World: articulating a post-critical educational philosoph

Foro de Educación, 2018

Introduction: philosophy as translation and the understanding of other cultures

Ethics and Education, 2017

Research, Governance, and Technologies of Openness

Educational Theory, 2016

Technologies of Reading and Writing: Transformation and Subjectivation in Digital Times

Educational Theory, 2016

The Hermit and The Poet

Journal of Philosophy of Education, 2016

Parenting and the digitization of brain-based responsibility

This article considers how parents are asked to understand themselves, in the context of the turn... more This article considers how parents are asked to understand themselves, in the context of the turn to parenting, and the increasing expectation that parents will access various sources of expertise on how to optimally raise their children. Part of, and to some degree constitutive of, recent shifts in how we are governed and govern ourselves is digitisation and the ubiquity of digital devices in our everyday lives. By focusing on this aspect in particular in how parents are addressed in terms of their learning needs draws attention to the role of personalisation in what information and expertise we access and how we access and use it. The example of the organisation BabyBrains is used to illustrate the ways in which parents are asked to take responsibility for their brain function as a requisite for good parenting. The related app provides a personalised 'bridge' between baby and neuroscience lab that, it is argued, renders redundant the personhood of the parent.