Theresa Bourke, Mary Ryan, John Lidstone, Reclaiming professionalism for geography education: Defending our own territory, Teaching and Teacher Education, Volume 28, Issue 7, October 2012, Pages 990–998 http://dx.doi.org/10.1016/j.tate.2012.05.005 Abstract In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed ‘by the …
Seungho Moon, Disciplinary Images of “Korean-Ness”: Autobiographical Interrogations on the Panopticon, SAGE Open, July-September 2012 vol. 2 no. 3 https://doi.org/10.1177/2158244012455649 Abstract The purpose of this study is to generate complicated conversations about identity and culture with an examination of various panoptic technologies, including separation, invisibility, control, and productivity. Drawn from Foucault’s panopticism, the author examines …
Paul Rabinow, How to Submit to Inquiry: Dewey and Foucault, The Pluralist, Volume 7, Number 3, Fall 2012, pp. 25-37 https://doi.org/10.5406/pluralist.7.3.0025 In lieu of an abstract, here is a brief excerpt of the content: The problem reduced to its lowest terms is whether inquiry can develop in its own ongoing course the logical standards and …
Stickney, J.A., Judging Teachers: Foucault, governance and agency during education reforms, Educational Philosophy and Theory, Volume 44, Issue 6, August 2012, Pages 649-662 https://doi.org/10.1111/j.1469-5812.2011.00752.x Abstract Over a decade after publication of Thinking Again: Education After Postmodernism (1998) contention still emerges among Foucaultians over whether discursively made-up things really exist, and whether removal of the constituent …
Gordon Tait, Clare O’Farrell, Sarah Davey Chesters, Joanne Brownlee, Rebecca Spooner-Lane, “Are There Any Right or Wrong Answers in Teaching Philosophy?: Ethics, Epistemology, and Philosophy in the Classroom” Teaching Philosophy, 35 (4), pp.367-381 https://doi.org/10.5840/teachphil201235442 Abstract This article assesses undergraduate teaching students’ assertion that there are no right and wrong answers in teaching philosophy. When asked …
Matthew Ball, Becoming a ‘Bastion Against Tyranny’: Australian Legal Education and the Government of the Self, Law and Critique 23 (2):103-122 (2012) https://doi.org/10.1007/s10978-012-9101-1 Abstract Research into legal education suggests that many students enter law school with ideals about using the law to achieve social change, but graduate with some cynicism regarding these ideals. It is …
Niesche, Richard, Haase Malcom (2012). “Emotions and Ethics: A Foucauldian framework for becoming an ethical educator”. Educational philosophy and theory , 44 (3), p. 276-88. DOI: 10.1111/j.1469-5812.2010.00655.x Abstract This paper provides examples of how a teacher and a principal construct their ethical selves. In doing so we demonstrate how Foucault’s four-part ethical framework can be …
Drazenovich, George (2012). “A Foucauldian Analysis of Homosexuality”. Educational philosophy and theory, 44 (3), pp. 259-75. https://doi.org/10.1111/j.1469-5812.2010.00653.x Abstract The present research paper approaches homosexuality from a Foucauldian perspective. Foucault’s place and standing in a postmodern historical and cultural context will be explained. The paper outlines how homosexuality has been historically constructed and socially constituted. How …
Minka Woermann (2012), Interpreting Foucault: an evaluation of a Foucauldian critique of education. South African Journal of Education Vol 32:111-120 https://dx.doi.org/10.15700/saje.v32n1a560 Abstract The potential strengths and weaknesses of a Foucauldian critique of education are discussed and evaluated. The article focuses specifically on the value of Foucault’s work for critiquing social and political ideologies prevalent in …
Herrmann, A. F. (2012). “”I Know I’m Unlovable”: Desperation, Dislocation, Despair, and Discourse on the Academic Job Hunt”. Qualitative inquiry, 18 (3), p. 247-55 https://doi.org/10.1177/107780041143156 Abstract Failure, according to the academic canonical narrative, is anything other than a tenure-track professorship. The academic job hunt is fraught with unknowns: a time of fear, hope, and despair. …
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