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Michael Peters & James Marshall (1998). Individualism and Community: Education and Social Policy in the Postmodern Condition.

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  1. Can Democracy Solve the Sustainability Crisis? Green Politics, Grassroots Participation and the Failure of the Sustainability Paradigm.Michael Peters - forthcoming - Educational Philosophy and Theory:1-9.
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    Experimenting Within an Education Community.L. Maurice Alford - 2016 - Educational Philosophy and Theory 48 (7).
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    Student Engagement and Making Community Happen.Wayne S. Mcgowan & Lee Partridge - 2014 - Educational Philosophy and Theory 46 (3):1-18.
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    Foucault and the Imperatives of Education: Critique and Self-Creation in a Non-Foundational World. [REVIEW]Mark Olssen - 2006 - Studies in Philosophy and Education 25 (3):245-271.
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    Jim Marshall: Foucault and Disciplining the Self.A. C. Besley - 2005 - Educational Philosophy and Theory 37 (3):309-315.
    This paper notes how Jim influenced my own use of Foucault and also focuses on two of James Marshall's New Zealand oriented texts. In the first, Discipline and Punishment in New Zealand Education he provides a Foucauldian genealogy of New Zealand approaches to both punishment and discipline, in particular corporal punishment. The second, his 1996 book co‐written with Michael Peters, Individualism and Community: Education and Social Policy in the Postmodern Condition, analyses political philosophy and social and educational policy as New (...)
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    Foucault, Educational Research and the Issue of Autonomy.Mark Olssen - 2005 - Educational Philosophy and Theory 37 (3):365–387.
    This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book Michel Foucault: Personal autonomy and education. After surveying Marshall's writing on the issue I extend Marshall's approach, critically analysing the work of Rob Reich and Meira Levinson, two contemporary philosophers who advocate models of personal autonomy as the basis for a liberal education.
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    Marshalling the Self: James D. Marshall as Educational Philosopher.Michael A. Peters - 2005 - Educational Philosophy and Theory 37 (3):389-395.
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    Education Policy Research and the Global Knowledge Economy.Michael Peters - 2002 - Educational Philosophy and Theory 34 (1):91–102.
    Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this knowledge (...)
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    Environmental Education, Neo-Liberalism and Globalisation: The 'New Zealand Experiment'.Michael Peters - 2001 - Educational Philosophy and Theory 33 (2):203–216.
    Remove the world around the struggles, keep only conflicts and debates, dense with men, purified of things, you will have the theatrical stage, most narratives and philosophies, all of the social sciences: the interesting spectacle we refer to as ‘cultural’.Whoever says where the master and the slave are struggling? Our culture cannot stand the world.
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    Education and the Philosophy of the Subject (or Constitution of Self).James Marshall, Michael Peters & Patrick Fitzsimons - 1997 - Educational Philosophy and Theory 29 (1).
    (1997). Education and the philosophy of the subject (or constitution of self) Educational Philosophy and Theory: Vol. 29, No. 1, pp. v-xi. doi: 10.1111/j.1469-5812.1997.tb00523.x.
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