David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Studies in Philosophy and Education 18 (5):309-317 (1999)
Lyotard talks of performativity or the subsumption of education to the efficient functioning of the social system. Education is no longer to be concerned with the pursuit of ideals such as that of personal autonomy or emancipation, but with the means, techniques or skills that contribute to the efficient operation of the state in the world market and contribute to maintaining the internal cohesion and legitimation of the state. But this requires individuals of a certain kind -- not Kantian autonomous persons but Foucault's normalized and governable individuals. In constituting such individuals discourse is critically important. But how discourse effects this through the force of language is not fully developed by Foucault. This paper draws upon the performative account of language offered by John Austin to develop more fully comments made by Foucault on the force or effects of language in constituting normalized and governable individuals for the march of performativity
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Citations of this work BETA
Emma Williams (2013). Out of the Ordinary: Incorporating Limits with Austin and Derrida. Educational Philosophy and Theory 46 (12):1-16.
James D. Marshall (2002). Michel Foucault: Liberation, Freedom, Education. Educational Philosophy and Theory 34 (4):413–418.
James D. Marshall (2001). Varieties of Neo-Liberalism: A Foucaultian Perspective1. Educational Philosophy and Theory 33 (3-4):293-304.
Sophie Ward (2012). Education Under the Heel of Caesar: Reading UK Higher Education Reform Through Shakespeare's Antony and Cleopatra. Journal of Philosophy of Education 46 (4):619-630.
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