Michalinos Zembylas, Derrida, Foucault and critical pedagogies of friendship in conflict-troubled societies (2013) Discourse. 36(1), 1–14. https://doi.org/10.1080/01596306.2013.812341 Abstract The aim of this paper is to place Derrida’s and Foucault’s ideas on friendship in conversation and then discuss how those ideas provide a pedagogical space in which critical educators in conflict-troubled societies can promote new modes …
Jason Schaub, Roger Dalrymple, Surveillance and silence: New considerations in assessing difficult social work placements (2013) Journal of Practice Teaching and Learning, 11 (3), pp. 79-97. https://doi.org/10.1921/jpts.v11i3.279 Abstract Studies to date have highlighted a number of key factors in the assessment of difficult social work placements including the need for adequate professional formation; communication; the …
Background Editor (Clare O’Farrell): I have been running a network on the Ning platform since 2008 with the title of Poststructural Theory, but most of the activity on it is currently related to Foucault and Education, so I have re-purposed the network and re-titled it Foucault and Education. [Update 14 March 2026. This network is …
Katherine Nicoll, Andreas Fejes, Maria Olson, Magnus Dahlstedt, and Gert Biesta. (2013) Opening discourses of citizenship education: A theorization with Foucault. Journal of Education Policy, 28 (6): 828–46. https://doi.org/10.1080/02680939.2013.823519 Abstract We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students …
Margaret Walshaw, Post-structuralism and ethical practical action: Issues of identity and power (2013) Journal for Research in Mathematics Education, 44 (1), pp. 100-118. https://doi.org/10.5951/jresematheduc.44.1.0100 Abstract In an era when familiar categories of identity are breaking down, an argument is made for using post-structuralist vocabulary to talk about ethical practical action in mathematics education. Using aspects …
Ansgar Allen, The Examined Life. On the Formation of Souls and Schooling, American Educational Research Journal, April 2013 vol. 50 no. 2 216-250 https://doi.org/10.3102/0002831212466934 Abstract The spread of examination throughout educational institutions is often viewed as an overly constraining influence, one that distorts pedagogic relationships and prevents more genuine educational activities from taking place. This …
Free 1 Day Conference Foucault and Education: retrospect and prospect 29 January 2014, ICOSS, University of Sheffield [Editor: Update 14 March 2026. Link above is to the archived page on the Wayback Machine.] Conveners: Ansgar Allen & Wilfred Carr; Keynotes: Erica Burman & Stephen Ball Hosted, sponsored and funded by the international journal Pedagogy, Culture …
Victoria Kannen, These are not ‘regular places’: women and gender studies classrooms as heterotopias (2013) Gender, Place and Culture, 21(1), 52–67. https://doi.org/10.1080/0966369X.2012.759910 Abstract This article questions the transformative potential of women and gender studies classrooms through a discussion of student experiences of privilege and oppression in these spaces. Using in-depth interviews with 22 undergraduate students …
Matthew Clarke and Barbara Hennig, Motivation as ethical self-formation (2013) Educational Philosophy and Theory, 45 (1), pp. 77-90. https://doi.org/10.1080/00131857.2012.715386 Abstract Motivation is a concept more frequently found in venues concerned with educational psychology than in ones concerned with educational philosophy. Under the influence of psychology, and its typically dualistic way of making sense of the world, motivation in education has …
Niesche, R. Foucault, counter-conduct and school leadership as a form of political subjectivity (2013) Journal of Educational Administration and History, 45 (2), pp. 144-158. https://doi.org/10.1080/00220620.2013.768968 Abstract Globally, a range of new schooling accountabilities have created a complex and often contradictory context in which school leaders work. For principals of low socio-economic status (SES) and disadvantaged schools, they must balance the …
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