Archive for the ‘Journal articles’ Category

Reveley, J. (2015). Foucauldian critique of positive education and related self-technologies: Some problems and new directions. Open Review of Educational Research, 2(1), 78-93.

DOI: 10.1080/23265507.2014.996768

By focusing on positive education, this article draws out the educational implications of Binkley’s Foucauldian critique of neoliberal subjects being pressured to learn how to manage their emotions. From the latter author’s perspective, positive education self-technologies such as school-based mindfulness training can be construed as functioning to relay systemic neoliberal imperatives down to individuals. What this interpretation overlooks, however, is that young people are not automatically and unambiguously disempowered by the emotion management strategies they are taught at school. Arguably, positive education contributes to the formation of resistant educational subjects with an emotional toolkit that equips them to mount oppositional action against neoliberalism. Foucault’s work can be interpreted in a way that is not inconsistent with seeing positive education as having such liberatory potential.

Keywords: critical pedagogy, review, Philosophy of Education, critical theory

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Lotier, Kristopher M. “On Not Following Freire Foucault and the Critique of Human Capital.” Pedagogy 17, no. 2 (2017): 151-175.

Rather than ignoring or criticizing students’ vocational concerns, critical pedagogy can work on, in, and through them, thereby gaining persuasive credibility and simultaneously extending Paulo Freire’s educational project. Following Freire’s command to “rediscover power,” this article employs Michel Foucault’s analysis of neoliberal biopolitics to imagine possibilities for both personal and systemic transformation.

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Lloro-Bidart, T., Semenko, K.
Toward a feminist ethic of self-care for environmental educators
(2017) Journal of Environmental Education, 48 (1), pp. 18-25.

DOI: 10.1080/00958964.2016.1249324

Feminist theory and philosophy have examined how dominant ideologies oppress women, nonhuman animals, and the environment. Feminist scholars also have begun to discuss how neoliberalism problematically re-inscribes women as the primary providers of care, regardless of the impact of this care work on their own well-being. This article synthesizes feminist writings about temporality, relationality, and self-care alongside Foucault’s ideas about “care for self” and feminist environmental education scholarship that considers care in order to develop a feminist ethic of self-care for environmental educators that challenges neoliberal ideologies. © 2017 Taylor & Francis Group, LLC.

Author Keywords
animal studies; feminist care theory; Foucault; neoliberalism; self-care

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Brückner, B., Iwer, L. & Thoma, S. Die Existenz, Abwesenheit und Macht des Wahnsinns. Eine kritische Übersicht zu Michel Foucaults Arbeiten zur Geschichte und Philosophie der Psychiatrie N.T.M. First Online: 04 April 2017.
DOI: 10.1007/s00048-017-0164-9

In diesem Artikel diskutieren wir Michel Foucaults Hauptwerke zum Thema „Wahnsinn und Psychiatrie“ von den Frühschriften bis in die siebziger Jahre. Zum einen rekonstruieren wir die globale theoretische und methodologische Entwicklung seiner Positionen im Lauf der verschiedenen Werkperioden. Zum anderen arbeiten wir Foucaults philosophische Überlegungen zum Gegenstand seiner Untersuchungen heraus. Nach der einleitenden Problemstellung zeigen wir entsprechend der neueren Forschung, inwiefern Foucaults frühe Positionen von 1954 (in der Einführung zu Binswangers Traum und Existenz sowie in Geisteskrankheit und Persönlichkeit) das spätere Werk durch eine phänomenologische Deskription des Gegenstands und einen historisch-kritischen Anspruch vorbereitete. Davon ausgehend thematisieren wir die zentralen inhaltlichen und methodologischen Prämissen in Foucaults Wahnsinn und Gesellschaft von 1961. Seine Thesen zur „Abwesenheit des Wahnsinns“ in der Moderne verstehen wir als einen in sich widersprüchlichen Versuch, den Gegenstand der Untersuchung von gängigen Vorannahmen zu befreien. Anschließend situieren wir Foucaults Vorlesungen Die Macht der Psychiatrie von 1973/74 im Kontext seiner machtanalytischen Werkphase und betonen seinen erneuten Standpunktwechsel in den Annahmen zur „Produktivität“ des Wahnsinns als Machteffekt. Abschließend resümieren wir unsere Kritik im Zusammenhang mit der Rezeptionsgeschichte der dargestellten Studien und fragen nach der möglichen Bedeutung dieser Werke für die philosophische und historische Reflexion des psychiatrischen Gegenstandsfeldes.

Michel Foucault Wahnsinn Psychiatrie Geschichte Werk Kritik

Existence, Absence and Power of Madness: A Critical Review of Michel Foucault’s Writings on the History and Philosophy of Madness

This article discusses Michel Foucault’s main writings on “madness and psychiatry” from his early works up to the 1970s. On the one hand, we reconstruct the overall theoretical and methodological development of his positions over the course of the different periods in his oeuvre. On the other hand, we also take a closer look at Foucault’s philosophical considerations regarding the subjects of his investigations. After an initial introduction of our conceptual approach, we draw on the most recent research on Foucault to show to what extent the phenomenological description of the topic at hand and the historical-critical perspective that are reflected in his early writings of 1954 (the Introduction to Binswanger’s Dream and Existence and Mental Illness and Personality) laid the ground for his later work. Moving on to Foucault’s work during the 1960s, we look at the core features and methodological bases of his 1961 classic Folie et déraison (History of Madness). His propositions regarding the “absence of madness” in modernity are conceptualized as an inherently contradictory attempt to liberate the topic under study from the common assumptions at that time. We then situate his 1973/74 lectures on Psychiatric Power in the context of his shift towards analyzing the dynamics of power and highlight the renewed shift of focus in his statements on the “productivity” of madness as an effect of power. Finally, we sum up our critique by taking into account the history of the reception of Foucault’s writings and ask about their potential significance for the contemporary philosophy and history of psychiatry.

Michel Foucault Madness Psychiatry History Oeuvre Critique

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Asimaki, A., Koustourakis, G., Vergidis, D.
Regulative discourses of primary schooling in Greece: memories of punishment
(2016) International Studies in Sociology of Education, pp. 1-16. Article in Press.

DOI: 10.1080/09620214.2016.1191367

The mechanisms of discipline and power within the institution of the school constitute, in part, the relationship between society and childhood. This article traces the relationship between official regulative discourses of control and punishment practices over students in primary school. It focuses on the memories of schooling of first-year students in a Department of Primary Education at a Greek University. The concepts of power, discipline and discourse from the theory of Michel Foucault are drawn on to examine the pedagogical control over primary school pupils. The research was carried out using an open questionnaire in which participants were asked to describe their experiences of school punishment. The key findings showed that corporal punishment is dominant in the memory of the majority of research participants. The reason for the pupils’ punishment was mainly their making noise in the classroom and their poor performance in core subjects of the curriculum. These findings are significant for the sociology of education as they reveal the real and symbolic violence of school life that endures in memories of childhood, schooling and society. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Author Keywords

discipline; power; Primary Education; Punishment

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Formosinho, M., Jesus, P., Reis, C.
Emancipatory and critical language education: a plea for translingual possible selves and worlds
(2016) Critical Studies in Education, pp. 1-19. Article in Press.

DOI: 10.1080/17508487.2016.1237983

Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to a multilingual paradigm. We maintain that multilingual approaches tend to serve the neoliberal framework and reproduce its systemic inequalities. Therefore, we argue in favour of emancipatory multilingual practices that could embody a translingual pedagogy capable of promoting the development of capabilities, the recognition of otherness, and the cultivation of diversity. Rooted in critical theory, namely in Foucault’s notion of subjectification and Freire’s view of conscientisation, an emancipatory translingual pedagogy would enable and empower every learner to synthesise a contextually creative field of new semantic and pragmatic relationships. Critical language education would enhance the ethos of biophilia that fosters what we term the poetics of communality and selfhood, that is to say, the proactive commitment to expanding symbolic and existential novelty. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Author Keywords
Capabilities approach; emancipation; Foucault; Freire; globalisation; language education; Multilingualism; philosophy of education; Translingualism; utopia

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Lambert, K., Wright, P., Currie, J., Pascoe, R.
Embodiment and becoming in secondary drama classrooms: the effects of neoliberal education cultures on performances of self and of drama texts
(2016) Critical Studies in Education, pp. 1-19. Article in Press.

DOI: 10.1080/17508487.2016.1238402

This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari’s schizoanalysis and Butler’s concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodological tools for mapping the complexities of student becomings in the space context of the secondary school. We also show how Foucault’s governmentality and Ball’s theory of competitive performativity are particularly salient in the context of immanent capitalism that shapes the desires of its subjects. These frameworks, when combined, can be useful in critiquing neoliberal educational assemblages and in indicating emerging deterritorializations and lines of flight in teachers and students. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Author Keywords
Becoming; Butler; Deleuze and Guattari; embodiment; Foucault; neoliberalism; performativity; secondary drama

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