David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 43 (4):559-572 (2009)
The use of narrative research is often informed by a commitment to social justice on the part of the researcher. An example of this literature, Morwenna Griffiths' Action for Social Justice in Education: Fairly Different (2003), is taken here to illustrate the understanding of power and the way in which the relationship between theory and practice is conceived. The language and tone of such texts illustrate the role of a certain inheritance of psychology in the construction of subjectivity, which shapes our understanding and conduct of the personal and professional. This, and the way in which the 'reflective practitioner' forms part of broader contemporary understandings of the self within liberal political rationality, is discussed with reference to work informed by the thought of Michel Foucault in order to provide a critique of the stated objectives of narrative research and the accompanying agenda of social justice. It is argued that without further attention being given within such work both to what is meant by narrative and social justice, and to assumptions regarding the nature of the operation of power, its emancipatory objectives are undermined.
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References found in this work BETA
Andrew Davis (2008). Ian Hacking, Learner Categories and Human Taxonomies. Journal of Philosophy of Education 42 (3-4):441-455.
J. F. Lyotard (2003). The Differend: Phrases in Dispute (Slovene Translation). Filozofski Vestnik 24 (1):91-117.
Jan Masschelein (2004). How to Conceive of Critical Educational Theory Today? Journal of Philosophy of Education 38 (3):351–367.
Paul Smeyers (2007). The Therapy of Education: Philosophy, Happiness and Personal Growth. Palgrave Macmillan.
Citations of this work BETA
Naomi Hodgson (2011). Citizenship and Scholarship in Emerson, Cavell and Foucault. Ethics and Education 6 (1):85 - 100.
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