Bendix Petersen, Eva, Millei, Zsuzsa (Eds.), Interrupting the Psy-Disciplines in Education, Palgrave Macmillan, 2016 This book offers critical explorations of how the psy-disciplines, Michel Foucault’s collective term for psychiatry, psychology and psycho-analysis, play out in contemporary educational spaces. With a strong focus on Foucault’s theories, it critically investigates how the psy-disciplines continue to influence education, …
Guy Roberts-Holmes, Alice Bradbury, Governance, accountability and the datafication of early years education in England (2016) British Educational Research Journal, 42 (4), pp. 600-613. https://doi.org/10.1002/berj.3221 Abstract In this paper we attempt to critically ‘make visible the flow and circulation of data’ through analysing the datafication of the early years education sector in England (children aged …
Noguera-Ramírez, C.E. The pedagogical effect: On Foucault and Sloterdijk (2016) Educational Philosophy and Theory, pp. 1-14. Article in Press. DOI: 10.1080/00131857.2016.1204738 Abstract Although Foucault did not produce any particular work devoted to teaching or education, following authors like Hoskin this text aims to show the importance that teaching practices and discourses have in Foucault’s analysis, …
Jiménez, M.A., Valle, A.M. Pedagogy and the care of the self: A reading from Foucault (2016) Educational Philosophy and Theory, pp. 1-8. Article in Press. DOI: 10.1080/00131857.2016.1204736 Abstract This text reflects about the need to consider an additional institutional alternative that matters, not only to the ones that advocate for pedagogy, but also to all …
Macias, T. (2012). In the World: Toward a Foucauldian Ethics of Reading in Social Work. Intersectionalities: A Global Journal Of Social Work Analysis, Research, Polity, And Practice, 1, 1-19. Full text available ABSTRACT Teaching and learning critical and anti-oppressive frameworks pose many challenges within social work as a profession invested in notions of practice, competency, …
Bartholomaeus, C. Developmental discourses as a regime of truth in research with primary school students (2016) International Journal of Qualitative Studies in Education, 29 (7), pp. 911-924. DOI: 10.1080/09518398.2016.1174896 Abstract While developmental discourses have been heavily critiqued in relation to education systems, less attention has been paid to how these impact the data collection process …
Johnston, J. Issues of professionalism and teachers: critical observations from research and the literature (2015) Australian Educational Researcher, 42 (3), art. no. 159, pp. 299-317. DOI: 10.1007/s13384-014-0159-7 Abstract The concept of ‘professionalism’ has become more evident in discourse about teacher quality in recent years. In fact, in some contexts ‘professionalism’ is used as a euphemism …
Zhao, Guoping, From the Philosophy of Consciousness to the Philosophy of Difference: The subject for education after humanism, Educational Philosophy and Theory, Volume 47, 2015 – Issue 9 http://dx.doi.org/10.1080/00131857.2015.1044840 Abstract Biesta has suggested that education after humanism should be interested in existence, not essence, in what the subject can do, not in what the subject …
Gerdin, G. The disciplinary and pleasurable spaces of boys’ PE – The art of distributions (2016) European Physical Education Review, 22 (3), pp. 315-335. DOI: 10.1177/1356336X15610352 Abstract In taking heed of the so-called ‘spatial turn’ in social theory this paper explores how the spatial intersects with boys’ performances of gender and (dis)pleasures in school physical …
Kelly, S. Securing Dangerous Children as Literate Subjects (2016) Children Australia, pp. 1-10. Article in Press. DOI: 10.1017/cha.2016.16 Abstract This paper examines how the education of children as literate subjects in schools and community settings is implicated in the politics of securing civil society. Foucault’s concept of biopolitics is used to consider how young people …
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