Archive for the ‘Education’ Category

Wieser, C.
Teaching and personal educational knowledge–conceptual considerations for research on knowledge transformation
(2016) European Journal of Teacher Education, 39 (5), pp. 588-601.

DOI: 10.1080/02619768.2016.1253673

Teacher knowledge is currently explored in three major research paradigms. This paper reviews how teaching and personal educational knowledge are related in these three paradigms, namely: the evidence paradigm, the life history paradigm and the practice theory paradigm. The paradigms can be linked through their demand to elaborate knowledge transformation conceptually. This paper introduces some perspectives for conceptual elaboration of knowledge transformation: a post-critical epistemology is used to distinguish two modes of knowledge: practical educational knowledge which provides orientations for teaching, and personal educational knowledge which provides orientations for reflection on teaching. These two modes of knowledge are consequently linked through the concept of technologies of the self as introduced in the epistemology of Foucault, which provides perspectives to relate practical with personal educational knowledge and comprehend how teachers transform their knowledge to adapt and develop their teaching with respect to specific teaching contexts. © 2016 Association for Teacher Education in Europe.

Author Keywords
knowledge transformation; personal knowledge; practical knowledge; Teacher knowledge; technologies of the self

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Farrell, F., Duckworth, V., Reece, M., Rigby, P.
The moral frontiers of English education policy: governmentality and ethics within an alternative provision free school
(2016) Educational Review, pp. 1-17. Article in Press.

DOI: 10.1080/00131911.2016.1223018

This article is a critical poststructuralist analysis of Conservative led free school policy in England focussing on claims made by the New Schools Network and in the 2010 White Paper that free school provision promotes social justice. The article presents an empirical study of an alternative provision free school as a lens through which these claims can be interrogated. Drawing from Foucault’s concept of governmentality the article analyses the narratives of teachers working in the school in order to gain insights into the microphysics of the policy rationalities mobilised within the discursive site of the free school and claims that such provision promotes social justice. The teachers interviewed demonstrate a strong alignment to free school policy discourse, but also a blurring of pastoral and disciplinary rationalities expressed in terms of the rehabilitation of students on the educational boundaries of the “normal”. The article concludes that the school is a tactical move within neoliberal education policy in which the state responsibilises a new polity of actors, including teachers, sponsors and communities contracting out its interventions in order to govern the ungovernable. The article calls for further empirical research of free school provision in order to contest neoliberal discourses which obfuscate complex systemic failure and the social reality of intergenerational unemployment and disadvantage. © 2016 Educational Review

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9783319503004Ball, Stephen J., Foucault as Educator, SpringerBriefs on Key Thinkers in Education, 2017

PDF flyer

  • First concise volume adressing together Foucault’s references to the field of education
  • Discusses Foucault’s perspective on the relations of power that are inextricably embedded in the pedagogical processes
  • Describes Foucault’s genealogical method as a form of education

This book considers Foucault as educator in three main ways. First, through some consideration of what his work says about education as a social and political practice. That is, education as a form of what Allen (2014) calls benign violence – which operates through mundane, quotidian disciplinary technologies and expert knowledges which together construct a ‘pedagogical machine’. Second, through an exploration of his ‘method’ as a form of critique. That is, as a way of showing that things are ‘not as necessary as all that’, a way of addressing what is intolerable. This suggests that critique is education of a kind. Third, through a discussion of some of Foucault’s later work on subjectivity and in particular on ‘the care of the self’ or what we might call ‘a pedagogy of the self’. Each chapter introduces and discusses some relevant examples from educational settings to illustrate and enact Foucault’s analytics.

Table of contents
The Impossibility of Education
Education as Critique—‘Un-thinking’ Education
Education as the Pedagogy of the Self

About the author
Stephen J Ball is Distinguished Service Professor of Sociology of Education at the University College London, Institute of Education. He was elected Fellow of the British Academy in 2006; and is also Fellow of the Academy of Social Sciences; and Society of Educational Studies, and a Laureate of Kappa Delta Phi; he has honorary doctorates from the Universities of Turku (Finland), and Leicester. He is co-founder and Managing Editor of the Journal of Education Policy.

His main areas of interest are in sociologically informed education policy analysis and the relationships between education, education policy and social class. He has written 20 books and had published over 140 journal articles. Recent books: How Schools do Policy (2012), Global Education Inc. (2012), Networks, New Governance and Education (with Carolina Junemann)(2012), and Foucault, Power and Education (2013).

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Christensen, G.
Genealogy and educational research
(2016) International Journal of Qualitative Studies in Education, 29 (6), pp. 763-776.

DOI: 10.1080/09518398.2016.1162871

The aim of this paper was to demonstrate how genealogy can be used as a method for critical education research. As Foucault emphasized, genealogy is a method for identifying the way in which the individuals are subjectified through discourse. The genealogical analysis in the article defines two mayor tendencies in contemporary Danish pedagogy: individualization and structuralizing. The analyses also show an example of how the two tendencies are intermingled in the Danish law of learning plans in day care institutions. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Author Keywords
Howard Gardner; learning plans; Marxist pedagogy; Michel Foucault

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Heffernan, A.
The accountability generation: exploring an emerging leadership paradigm for beginning principals
(2017) Discourse, pp. 1-12. Article in Press.

DOI: 10.1080/01596306.2017.1280001

School leaders in Queensland, Australia, are working in a rapidly shifting policy landscape, expected to work towards system-defined improvement measures involving increasingly higher external accountabilities. This article analyses a group of long-term case studies of the effects of school improvement expectations on principals since the introduction of National Assessment Program – Literacy and Numeracy (NAPLAN) in 2008. Foucauldian theory is used to analyse the influence of performative cultures on a group of Queensland principals. A unique feature of this geographical region is the large proportion of small-school principals, the majority of whom are in the early stages of their teaching careers. Having joined the teaching profession post-NAPLAN, the influence of these accountabilities emerges as a point of difference between them and longer-established principals. The article identifies the emergence of this new leadership paradigm as an area inviting further inquiry within the field of educational leadership research, exploring the influence of rapidly shifting expectations on leadership practices. © 2017 Informa UK Limited, trading as Taylor & Francis Group

Author Keywords
case study; early-career principals; Foucault; Leadership; performativity

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Thoma, M.
Critical analysis of textbooks: knowledge-generating logics and the emerging image of ‘global economic contexts’
(2017) Critical Studies in Education, 58 (1), pp. 19-35.

DOI: 10.1080/17508487.2015.1111248

This paper presents an approach to the critical analysis of textbook knowledge, which, working from a discourse theory perspective (based on the work of Foucault), refers to the performative nature of language. The critical potential of the approach derives from an analysis of knowledge-generating logics, which produce particular images of reality in the textual material. This kind of criticism creates space for didactic reflection in which something ‘other’ can be systematically highlighted. The approach is described by means of an example, an analysis of Austrian textbooks on business administration, looking specifically at the knowledge they contain about global economic contexts. © 2015 Taylor & Francis.

Author Keywords
discourse analysis; discourse theory; Foucault; global citizenship education; post-structuralism; textbook analysis

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Gerdin, G., Pringle, R.
The politics of pleasure: an ethnographic examination exploring the dominance of the multi-activity sport-based physical education model
(2017) Sport, Education and Society, 22 (2), pp. 194-213.

DOI: 10.1080/13573322.2015.1019448

Kirk warns that physical education (PE) exists in a precarious situation as the dominance of the multi-activity sport-techniques model, and its associated problems, threatens the long-term educational survival of PE. Yet he also notes that although the model is problematic it is highly resistant to change. In this paper, we draw on the results of a year-long visual ethnography at an all-boys secondary school in Aotearoa New Zealand to examine the workings of power that legitimate this model of PE. Our findings illustrate that the school conflates PE and sport, to position PE as an appropriate masculine endeavour and valued source of enjoyment, as it articulates with good health, social development and competitiveness. We argue that student experiences of pleasure within PE—as co-constitutive with discourses of fitness, health, sport and masculinity—(re)produce the multi-activity sport-based form of PE as educationally appropriate and socioculturally relevant, thus making the model somewhat resistant to change. We stress that our study should not be read as a vindication of this PE model. © 2015 Informa UK Limited, trading as Taylor & Francis Group.

Author Keywords
Foucault; Masculinity; Physical education; Pleasure; Politics; Sport

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