De Schauwer, E., Van de Putte, I., Blockmans, I.G.E., Davies, B. The intra-active production of normativity and difference (2016) Gender and Education, pp. 1-16. Article in Press. DOI: 10.1080/09540253.2016.1259463 Abstract Drawing on memory stories told in a collective biography workshop about children’s encounters with schooling, this paper experiments with re-imagining the child-student-subject as an ‘emergent …
Raaper, R. Tracing assessment policy discourses in neoliberalised higher education settings (2016) Journal of Education Policy, pp. 1-18. Article in Press. DOI: 10.1080/02680939.2016.1257160 Abstract This article explores assessment policy in two European universities with different political, historical and social backgrounds: the University of Glasgow and Tallinn University. The University of Glasgow is a well-established Russell …
Saari, A. Knowledge Without Contexts? A Foucauldian Analysis of E.L. Thorndike’s Positivist Educational Research (2016) Studies in Philosophy and Education, 35 (6), pp. 589-603. DOI: 10.1007/s11217-016-9527-2 Abstract The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike’s educational …
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 …
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, …
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 …
Ball, 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 …
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 Abstract 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 …
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 Abstract 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 …
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 Abstract 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 …
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