Critiquing the educational present: The (limited) usefulness to educational research of the foucauldian approach to governmentality
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 42 (3):345-360 (2010)
The claim may be made that the Foucauldian analytics of power, in its detailed attention to the question of how modern societies are rendered governable, has superseded classical and radical analyses. This paper points to problems occasioned by Foucauldian governmentality's reliance on Foucault's flawed conception of the subject. These problems undermine the ambition of this style of research to outline possibilities for political intervention. It is suggested that educational critique can draw usefully on the scrupulous specificity of Foucauldian governmental analysis but that only a critique firmly based in a normative framework aligned to an idea of democratic sociality can aspire to political effectiveness.
|Keywords||subjectivity desubjectification critique governmentality democracy|
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References found in this work BETA
Michel Foucault & Paul Rabinow (1984). The Foucault Reader. Monograph Collection (Matt - Pseudo).
G. Deleuze (2000). The Logic of Sense. Filosoficky Casopis 48 (5):799-808.
Jacques Derrida (1982). Dissemination. University of Chicago Press.
Citations of this work BETA
Vanessa Scholes (2013). Must a Developed Democratic State Fully Resource Any Tertiary Education for its Citizens? Educational Philosophy and Theory (3):1-15.
Natasha Jankowski & Staci Provezis (2012). Neoliberal Ideologies, Governmentality and the Academy: An Examination of Accountability Through Assessment and Transparency. Educational Philosophy and Theory 46 (5):1-13.
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