David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 45 (1):141-156 (2011)
This paper explores the significance of the concept of power/knowledge in educational theory. The argument proceeds in two main parts. In the first, I consider aspects of Stephen J. Ball's highly influential work in educational theory. I examine his reception of Foucault's concept of power/knowledge and suggest that there are problems in his adoption of Foucault's thought. These problems arise from the way that he settles interpretations into received ideas. Foucault's thought, I try to show, is not to be seen in a confined way. In the second part, I seek a different reading of Foucault's notion of power/knowledge in order to break with this tendency to confine, referring to the work of Gilles Deleuze. I draw particularly on Deleuze's thought of the outside as a means of manifesting the significance of power/knowledge in relation to processes of subjectification. At the end of the paper, I suggest how educational theory might be reconceived in the light of potencies of power/knowledge that the paper has demonstrated.
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References found in this work BETA
Gilles Deleuze (1988). Foucault. Univ of Minnesota Press.
Michel Foucault (1977). Language, Counter-Memory, Practice: Selected Essays and Interviews. Cornell University Press.
Mark Olssen (1999). Michel Foucault: Materialism and Education. Bergin & Garvey.
Citations of this work BETA
Peter C. O’Brien (2015). Performance Government: Activating and Regulating the Self-Governing Capacities of Teachers and School Leaders. Educational Philosophy and Theory 47 (8):833-847.
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