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  1. James D. Marshall (forthcoming). Foucault and Neo-Liberalism: Biopower and Busno-Power. Philosophy of Education.
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  2. James D. Marshall (2009). An Educational Journey. Educational Philosophy and Theory 41 (7):774-776.
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  3. James D. Marshall (2009). Gavin Kitching's the Trouble with Theory: The Educational Costs of Postmodernism. Educational Philosophy and Theory 41 (3):244-248.
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  4. James D. Marshall (2009). Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times. Educational Philosophy and Theory 41 (1):79-90.
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  5. James D. Marshall (2008). 'Developing' the Self in the Knowledge Economy. Studies in Philosophy and Education 27 (2-3):149-159.
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  6. James D. Marshall (2008). Wittgenstein, Freud, Dreaming and Education: Psychoanalytic Explanation as 'Une Façon de Parler'. Educational Philosophy and Theory 40 (5):606-620.
    Freud saw the dream as occupying a very important position in his theoretical model. If there were to be problems with his theoretical account of the dream then this would impinge upon proposed therapy and, of course, education as the right balance between the instincts and the institution of culture. Wittgenstein, whilst stating that Freud was interesting and important, raised several issues in relation to psychology/psychoanalysis, and to Freud in particular. Why would Wittgenstein have seen Freud as having some important (...)
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  7. James D. Marshall (2007). Lacking Lack: A Reply to Joldersma. Studies in Philosophy and Education 26 (1):67-75.
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  8. James D. Marshall (2007). Philosophy, Polemics, Education. Studies in Philosophy and Education 26 (2):97-109.
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  9. James D. Marshall (2006). A Critique of Anxious Identity. Educational Philosophy and Theory 38 (5):693–705.
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  10. James D. Marshall (2006). Simone de Beauvoir: The Philosophy of Lived Experience. Educational Theory 56 (2):177-189.
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  11. James D. Marshall (2004). French Philosophy and Education: World War II-19681. In. In James Marshall (ed.), Poststructuralism, Philosophy, Pedagogy. Kluwer Academic Publishers. 1--25.
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  12. James D. Marshall (2004). Two Forms of Philosophical Argument or Critique. Educational Philosophy and Theory 36 (4):459–469.
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  13. James D. Marshall (2002). Michel Foucault: Liberation, Freedom, Education. Educational Philosophy and Theory 34 (4):413–418.
  14. James D. Marshall (2001). Varieties of Neo-Liberalism: A Foucaultian Perspective1. Educational Philosophy and Theory 33 (3-4):293-304.
  15. James D. Marshall (2001). A Critical Theory of the Self: Wittgenstein, Nietzsche, Foucault. Studies in Philosophy and Education 20 (1):75-91.
    Critical thinking, considered as a version of informallogic, must consider emotions and personal attitudesin assessing assertions and conclusions in anyanalysis of discourse. It must therefore presupposesome notion of the self. Critical theory may be seenas providing a substantive and non-neutral positionfor the exercise of critical thinking. It thereforemust presuppose some notion of the self. This paperargues for a Foucauldean position on the self toextend critical theory and provide a particularposition on the self for critical thinking. Thisposition on the self is (...)
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  16. Michael A. Peters, Paulo Ghiraldelli, Steven Best, Ramin Farahmandpur, Jim Garrison, Douglas Kellner, James D. Marshall, Peter McLaren, Michael Peters, Björn Ramberg, Alberto Tosi Rodrigues, Juha Suoranta & Kenneth Wain (2001). Richard Rorty: Education, Philosophy, and Politics. Rowman & Littlefield Publishers.
    This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of his thought.
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  17. James D. Marshall (2000). Education and the Postmodern World: Rethinking Some Educational Stories. Educational Theory 50 (1):117-126.
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  18. James D. Marshall (2000). Thinking Again: Modern or Postmodern? Educational Philosophy and Theory 32 (3):331–334.
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  19. James D. Marshall (2000). Technology, Education and Indigenous Peoples: The Case of Maori. Educational Philosophy and Theory 32 (1):119–131.
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  20. James D. Marshall (1999). Performativity: Lyotard and Foucault Through Searle and Austin. Studies in Philosophy and Education 18 (5):309-317.
    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 (...)
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  21. James D. Marshall (1998). Information on Information: Recent Curriculum Reform. [REVIEW] Studies in Philosophy and Education 17 (4):313-321.
    Recent curriculum ‘reform’ in western educational systems has seen a major emphasis on electronic technology, but reform literature seldom problematises the form that this new education should take in this new mode of information. From the particular case of New Zealand it is argued that knowledge has been replaced by information, knowing that (something is the case) by knowing how (acquiring skills), while electronic writing tends to be treated as a mere extension of print literacy. However, the information economy is (...)
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  22. James D. Marshall (1998). Kenneth Wain on Foucault and Postmodernism: A Reply. Studies in Philosophy and Education 17 (2/3):177-183.
  23. James D. Marshall (1998). Michel Foucault: Philosophy, Education, and Freedom as an Exercise Upon the Self. In Michael Peters (ed.), Naming the Multiple: Poststructuralism and Education. Bergin & Garvey.
     
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  24. James D. Marshall (1997). Michel Foucault: Problematising the Individual and Constituting 'The' Self. Educational Philosophy and Theory 29 (1):32-49.
    (1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49. doi: 10.1111/j.1469-5812.1997.tb00526.x.
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  25. James D. Marshall (1996). The Autonomous Chooser and ?Reforms? In Education. Studies in Philosophy and Education 15 (1-2):89-96.
  26. James D. Marshall (1995). Needs, Interests, Growth, and Personal Autonomy: Foucault on Power. In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. 364--378.
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  27. James D. Marshall (1995). On What We May Hope: Rorty on Dewey and Foucault. Studies in Philosophy and Education 13 (3-4):307-323.
  28. James D. Marshall (1995). Wittgenstein and Foucault: Resolving Philosophical Puzzles. [REVIEW] Studies in Philosophy and Education 14 (2-3):329-344.
  29. James D. Marshall & Paul Smeyers (1995). Preface. Studies in Philosophy and Education 14 (2-3):125-125.
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  30. Paul Smeyers & James D. Marshall (1995). Epilogue. Studies in Philosophy and Education 14 (2-3):345-348.
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  31. Paul Smeyers & James D. Marshall (1995). The Wittgensteinian Frame of Reference and Philosophy of Education at the End of the Twentieth Century. Studies in Philosophy and Education 14 (2-3):127-159.
    -discusses 3 methods of PoE instruction: PoE as foundational, Great Educators, and isms approach (p19).
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  32. James D. Marshall (1990). Asking Philosophical Questions About Education: Foucault on Punishment. Educational Philosophy and Theory 22 (2):81–92.
  33. James D. Marshall (1990). 2 Foucault and Educational Research. In Stephen J. Ball (ed.), Foucault and Education: Disciplines and Knowledge. Routledge. 1--11.
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  34. James D. Marshall (1989). The Incompatibility of Punishment and Moral Education: A Reply to Peter Hobson. Journal of Moral Education 18 (2):144-147.
    Abstract In his paper ?The compatibility of punishment and moral education?, Hobson (1986) attempts to refute arguments which I had advanced (Marshall, 1984) to the effect that there were incompatibilities between claims to be morally educating children and to be punishing them. I wish to point out in Hobson's paper some questionable interpretations of the punishment literature and a serious flaw in the argument. More importantly, I wish to advance the debate by recourse to historical material and the work of (...)
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  35. Robert Keith Shaw, Michael A. Peters & James D. Marshall (1986). The Development and Trials of a Decision-Making Model. Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision making, especially (...)
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  36. James D. Marshall (1985). Wittgenstein on Rules: Implications for Authority and Discipline in Education. Journal of Philosophy of Education 19 (1):3–11.
  37. James D. Marshall (1984). John Wilson on the Necessity of Punishment[1]. Journal of Philosophy of Education 18 (1):97–104.
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  38. James D. Marshall (1984). Punishment and Moral Education. Journal of Moral Education 13 (2):83-89.
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  39. James D. Marshall (1982). Facts, Research Data and John Dewey. Educational Philosophy and Theory 14 (2):61–72.
  40. James D. Marshall, Michael Peters & Miles Shepheard (1981). Brent's Transcendental Arguments for the Forms of Knowledge. Journal of Philosophy of Education 15 (2):267–277.
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