Feeds:
Posts
Comments

werbinKenneth C. Werbin, The List Serves: Population Control and Power, Institute of Network Cultures, Amsterdam, 2017

See also this link

Preface by: Geert Lovink. Edited By: Miriam Rasch. Cover design: Katja van Stiphout. DTP: Leonieke van Dipten. EPUB development: Leonieke van Dipten. Printer: Print on Demand. Publisher: Institute of Network Cultures, Amsterdam, 2017. ISBN: 978-94-92302-15-1, paperback, 182 pages.

About the book:
Inspired by taxonomist Jack Goody’s theorizing of ‘ancient lists’ as ‘intellectual technologies’, this book analyzes listing practices in modern and contemporary formations of power, and how they operate in the installation and securing of the milieus of circulation that characterize Michel Foucault’s conception of governmentality. Propelling the list’s role in the delimitation and policing of risky and threatening elements from out of history and into a contemporary analysis of power, this work demonstrates how assemblages of computer, statistical, and list technologies first deployed by the Nazi regime continue to resonate significantly in the segmenting and constitution of a critical classification of contemporary homo sapiens: the terrorist class, or homo sacer.

Author: Kenneth C. Werbin is an Associate Professor of Digital Media and Journalism at Wilfrid Laurier University’s Brantford Campus. His research focuses broadly on questions surrounding digital and social media, commodification and surveillance. His work has been published in notable journals including Media Culture and Society, The Canadian Journal of Communication, The International Review of Information Ethics, Fibreculture and The Journal of Canadian Studies. His current Social Sciences and Humanities Research Council of Canada funded research engages digital storytelling methods to raise awareness amongst young adults about digital privacy through the co-creation of a series of 21st-century digital learning materials.

Charteris, J., Jones, M., Nye, A., Reyes, V.
A heterotopology of the academy: mapping assemblages as possibilised heterotopias
(2016) International Journal of Qualitative Studies in Education, pp. 1-14. Article in Press.

DOI: 10.1080/09518398.2016.1250178

Abstract
Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy. Academic subjectivities are produced and often constrained within powerful Higher Education discourses. Constructing an affective assemblage of becomings as a heterotopology, the authors deploy poststructural philosophy to re-story academic life experiences and conceptualise agency in the academy. Taking licence with the notion of academicity and heterotopia, the article describes how spaces in the measured university can be deterritorialised through generative lines of flight. An affective assemblage is presented that ruptures the discursive orientation of category boundary work where academics are constituted as ‘productive metric-minded knowledge workers’. The collective biography research approach facilitates a mapping of affective cartographies as a heterotopology and a critique of the discursive production of selves. The subjectivations of identity politics in matricised assemblages may be, even if momentarily, evaded, refused and agentically resisted. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Author Keywords
Affect; agency; collective biography; foucault; heterotopia

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

Abstract
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

henckNicholas Henck, Insurgent Marcos: The Political-Philosophical Formation of the Zapatista Subcommander, Editorial A Contracorriente (January 9, 2017)

Publisher’s page
Amazon page

For over two decades now Subcommander Marcos has acted as military leader and spokesperson of Mexico’s Zapatista movement. In the process of doing so he has also become a key figure in the anti-capitalist and anti-globalization movements. There has been little attempt however to examine in significant detail the political-philosophical influences at work upon this important contemporary thinker. This book aims to rectify this by establishing which political-philosophical currents Marcos was exposed to during his formative years as a student at the National Autonomous University of Mexico, and then examining the Subcommander’s discourse in order to ascertain the extent to which these persisted in his thinking years later. Concretely, what we discover is that in his youth Marcos was especially influenced by his reading of Louis Althusser, Michel Foucault, and Nicos Poulantzas, and that certain core components of their thinking helped to form, and indeed continued to inform, the Subcommander’s political philosophy.

Reviews
“This book is an outstanding success in weaving together strands of literary theory, political practice, and political theory in delivering a window on the political-philosophical formation of Subcomandante Insurgente Marcos. In its detailed scope and depth of coverage it is an essential read on the making of Marcos and the politics of Zapatismo”
Adam David Morton (University of Sydney), author of Revolution and State in Modern Mexico

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

Abstract
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

Teófilo Espada-Brignoni and Frances Ruiz-Alfaro, Political Repertoires: Tellability and Subjectivation in Music as a Platform for Political Communication,Uche Onyebadi (ed.) IGI Global, 2017

DOI: 10.4018/978-1-5225-1986-7.ch003

Abstract
Songwriting, whether creative or unoriginal, can challenge or promote the values of the dominant discourses in a particular society. Within the context of popular music, Gil Scott-Heron wrote songs that problematize official discourses about family life, the African-American experience, the government, and rappers, among other topics. Through discourse analysis, in this chapter the authors explore how songs written by Scott-Heron deal with the narrations and definitions others ascribe to the self, questioning a diversity of accounts and explanations regarding social and personal experience. Gathering ideas from Michel Foucault’s and Judith Butler’s notion of “subjectivation,” Kathy Popkin’s considerations on “tellability,” and Enrique Pichón- Rivière’s conceptualization of bonds, the authors discuss political repertoires articulated through music.

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).

%d bloggers like this: