1 Introducing Monsieur Foucault Stephen J. Ball Michel Foucault is an enigma, a massively influential intellectual who steadfastly refused to align himself ...

This paper discusses some problems with the field of educational studies and considers the role of post-structuralist theory in shifting the study of education away from a 'technical rationalist' approach (as evidenced in the case of much research on educational management and school effectiveness) towards an 'intellectual intelligence' stance that stresses contingency, disidentification and risk-taking.

Foucault, Power, and Education invites internationally renowned scholar Stephen J. Ball to reflect on the importance and influence of Foucault on his work in educational policy.

This paper discusses some problems with the field of educational studies and considers the role of post-structuralist theory in shifting the study of education away from a 'technical rationalist' approach towards an 'intellectual intelligence' stance that stresses contingency, disidentification and risk-taking.

ABSTRACTstudies in relation to working-class students at elite universities document on the one hand the role of ‘mundane reflexivity’ in dealing with class domination while on the other indicate a new form of domination and disadvantages working on these working-class ‘exceptions’ – they may achieve academically at university but experience various exclusions and self-exclusions in areas of social life. By drawing on a very small sample of ‘counter-evidence’ and ‘exceptions within exceptions’ – working-class students who achieve great social accomplishments at (...) elite universities – this paper further explores the role of ‘mundane reflexivity’ in negotiating class domination and the possibilities of transcendence. We demonstrate the creative and transformative ways in which class domination is dealt with and document the prevalence of high-level reflexivity. Furthermore, we distinguish different forms and degrees of reflexivity, which then indicate the ‘contingency’ of reflexivity – the relation of the possibilities of reflexivity to the unequal distribution of social, cultural and economic capitals. We further argue that what appears to be a form of self-emancipation achieved by the ‘transcending group’ in our study also involves the discrete and insidious reproduction of social inequality. (shrink)

This paper explores questions of access to perceptions of educational policy by members of policy elites. In particular, it reviews some possibilities of broadening how national education policy is contructed by examining the utility of published autobiographical tests.

This outstanding collection contains 100 papers drawn from the broad range of contemporary writing on the sociology of education. Major trends and developments from the 1970s through to the 1990s are represented. The following four volumes offer a comprehensive introduction to, and overview of, the field: * Theories and Methods * Inequalities and Oppressions * Institutions and Processes * Politics and Policies. Covering the key points of dispute and areas of controversy within the sociology of education these volumes include papers (...) from many of the leading writers in the field. Presented together, the papers constitute a sophisticated and versatile toolbox of ideas for theory-building and research. (shrink)

This paper explores questions of access to perceptions of educational policy by members of policy elites. In particular, it reviews some possibilities of broadening how national education policy is contructed by examining the utility of published autobiographical tests.