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Archive for the ‘Journal articles’ Category

Pezdek, K., Rasiński, L.
Between exclusion and emancipation: Foucault’s ethics and disability
(2017) Nursing Philosophy, 18 (2), art. no. e12131, .

DOI: 10.1111/nup.12131

Abstract
The aim of the study was to demonstrate how Foucault’s ethics, which we understand as a tension between exclusion and emancipation, helps both critically reassess two disability models that prevail in the contemporary literature concerning disability, that is the medical model and the social one, and support and inspire an ethical project of including people with disabilities in spheres of life from which they have been excluded by various power/knowledge regimes. We claim, following Foucault, that such a project should be informed by critical reflection on exclusion-generating forms of knowledge about people with disabilities and focused on individual ethical actions fostering self-realization and emancipation of people with disability. © 2016 John Wiley & Sons Ltd

Author Keywords
emancipation; ethics; exclusion; Foucault; people with disability; power

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Birman, J. & Hoffmann, C. (2016). Lacan et Foucault, une nouvelle lecture. La clinique lacanienne, 28,(2), 155-166. doi:10.3917/cla.028.0155.

Premières lignes
Les rapports entre Jacques Lacan et Michel Foucault sont plus riches qu’on le pense habituellement en rencontres entre les deux hommes et leurs œuvres. Une grande partie des malentendus provient de la différence de conceptions épistémologiques de l’histoire, qui de la psychanalyse à la médecine et à la psychiatrie, constituent des ruptures ou une continuité. La réception française du mouvement psychanalytique…

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Zembylas, M.
Affect and counter-conduct: cultivating action for social change in human rights education
(2017) Discourse, pp. 1-13. Article in Press.

DOI: 10.1080/01596306.2017.1300573

Abstract
This paper explores the entanglement between two partially connected concerns that offer the potential to animate current discussions on human rights teaching and learning: ‘affect’ and ‘counter-conduct’. Both terms are at the heart of human rights education (HRE) approaches that aim at cultivating resistance in children and youth so that they respond in critically affective and action-oriented ways to human rights violations and social injustices in ‘the everyday’. These concepts are used to explore: first, how to encourage children and youth to enact forms of counter-conduct that are critical in human rights struggles, rather than responses which are sedimented through the governing technologies of declarational approaches of HRE; and second, how these counter-conduct practices may constitute ethical and political practices that critique liberal and sentimental forms of affect about human rights violations. It is argued that theoretical insights that pay attention to counter-conduct and affect offer possibilities for reconsidering normalized ideas in HRE. © 2017 Informa UK Limited, trading as Taylor & Francis Group

Author Keywords
Affect; counter-conduct; Foucault; human rights; human rights education; sentimentality

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Jobe, K.S.
Foucault and the Telos of Power
(2017) Critical Horizons, 18 (3), pp. 191-213.

DOI: 10.1080/14409917.2017.1293888

Abstract
In this paper, I argue that the unique contributions of Foucault’s late work to critical social theory can be identified in the ways in which power relations are refined as the material condition of “politics” as distinguished from that of law, where “politics”: (a) includes both competitive and goal-oriented strategic actions and interactions, (b) excludes the coercive technologies of law embodied in State institutions, (c) presupposes “incomplete” reciprocity between actors engaged in directing others, (d) always entails modes of revealing truth and acting upon the self. By contextualising the break between pastoral power and direction in the 1979–1980 lectures, I show how for the late Foucault, power relations constitute the material condition of “politics” precisely because, unlike relations of control or coercion, their aims and objectives remain open to the possibility of building new relationships and potentially more “political” forms of social action. I conclude by situating this major distinction within Foucault’s unfulfilled project to study the “military dimension” of society, and the relevance and urgency of this project for contemporary struggles against new forms of militarism and austerity. © 2017, © Critical Horizons Pty Ltd 2017.

Author Keywords
action; Foucault; Habermas; law; parresia; politics; power

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Manathunga, C., Selkrig, M., Sadler, K., Keamy, K.
Rendering the paradoxes and pleasures of academic life: using images, poetry and drama to speak back to the measured university
(2017) Higher Education Research and Development, 36 (3), pp. 526-540.

DOI: 10.1080/07294360.2017.1289157

Abstract
Measurement of academic work has become more significant than the intellectual, pedagogical, cultural, political and social practices in which academics and students engage. This shifting emphasis creates paradoxes for academics. They experience a growing sense of disconnection between their desires to develop students into engaged, disciplined and critical citizens and the activities that appear to count in the enterprise university. As measurement discourses preclude the possibilities of human emotion and hinder intellectual labour, we embarked on an arts-informed research project that established new creative spaces for our colleagues to illustrate the pleasures and paradoxes of their academic work. In the research project, we developed critical pedagogies through art and poetry that enabled academics to speak back to university management–and each other–about how they experience their work. In this paper, we draw upon poststructural ‘micro-physics’ of power, the poststructuralist ‘politics of reinscription’, and art, poetry and drama as critical pedagogies to interrogate the potential of arts-informed research to speak back to the measured university. The key contribution of this article is to recommend arts-informed methodologies as a forum for dissent and resistance at a time when the spaces of collegiality, pleasure and democracy in the measured university are under attack. © 2017 HERDSA.

Author Keywords
academic work; arts-informed research; critical pedagogies; Foucault; neoliberal university

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Fludernik, M.
Panopticisms: From fantasy to metaphor to reality
(2017) Textual Practice, 31 (1), pp. 1-26.

DOI: 10.1080/0950236X.2016.1256675

Abstract
Since Foucault’s popularisation of Bentham’s panopticon in Discipline and Punish, panopticism has become a master trope in literary criticism and inspired novelists to adopt panoptic scenarios in their work. This article follows the trajectory of the panopticon metaphor in criticism and fiction and demonstrates how the merely metaphoric model has become a reality in current penal contexts. In particular, it will be shown how literary criticism and fiction reinterpret the original Benthamite and Foucauldian constellations of the panoptic for their own purposes and that present-day penal and nonpenal surveillance contradicts the rationale under which the panopticon operated for Jeremy Bentham. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Author Keywords
Angela carter; D.A. miller; Jeremy bentham; Michel foucault; Panopticon; Sarah waters; Supermax prisons

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Smith, R.
The emergence of the quantified child
(2017) Discourse, 38 (5), pp. 701-712.

DOI: 10.1080/01596306.2015.1136269

Abstract
Using document analysis, this paper examines the historical emergence of the quantified child, revealing how the collection and use of data has become normalized through legitimizing discourses. First, following in the traditions of Foucault’s genealogy and studies examining the sociology of numbers, this paper traces the evolution of data collection in a range of significant education policy documents. Second, a word count analysis was used to further substantiate the claim that data collection and use has been increasingly normalized through legitimizing discourses and routine actions in educational settings. These analyses provide evidence that the need to quantify educational practices has been justified over long periods of time through a variety of documents and that the extent to which data governs educators’ thoughts, discourses, and actions has dramatically increased during the past century. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Author Keywords
Data; educational discourse; educational policy; genealogy; history of education; sociology of numbers; testing

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