Foucault News

News and resources on French thinker Michel Foucault (1926-1984)

Federico Soldani, The Lancet’s Editor-in-Chief: “We will be transformed into biopolitical citizens” Psypolitics blog 3 August 2021

Topics that readers of PsyPolitics might already be familiar with such as the concepts of power, for instance as discussed by Michel Foucault, the transformation “from citizens to patients” – formulated for the first time in 2019 – or the psychologization and medicalization of the global political discourse are present in the latest book by Richard Horton, a long time Editor-in-Chief of the medical journal ‘The Lancet’.
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In the second edition of the book Horton also quotes from his own article, a sort of editorial, from an issue of the Lancet in November 2020 entitled “Covid-19: a crisis of power” which included a photo of Michel Foucault and an emphasis on Foucault’s series of lectures at the College de France during the 70s and early 80s.

Horton, by writing about Foucault, indirectly highlights the fact that in the Anglophone world Foucault is completely ignored in medical circles. In my experience, for instance, when I sent to some colleagues in academic medicine in Boston a 2019 London talk of mine about the rise of medical and psychological global power, although the content was largely appreciated, the choice of a Foucauldian approach was criticized as “post modern.” This is in my view a label usually employed, especially in the U.S., to disqualify Foucault’s work as if he did not believe in a distinction between true vs. false facts, seen as basic in modern science in the Anglo-American medical world.

From my perspective, about the knowledge of Foucault’s oeuvre in the Anglo-American medical world, it took me twenty years in the medical and scientific fields, including doctoral studies in Boston and work at the FDA in the Washington, D.C. area as a medical reviewer and epidemiologist, to properly encounter Foucault’s work and to appreciate its relevance to modern medicine and politics.

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Muhsin, I., Ma’Mun, S., Nuroniyah, W.
Sexual violence in an Islamic higher education institution of Indonesia: A Maqasid al-shariah and Foucauldian perspective
(2021) Samarah, 5 (1), pp. 127-153.

DOI: 10.22373/sjhk.v5i1.9144

Abstract
Sexual violence was prevalent in many settings, including in religious educational institutions. This article analyzed cases of sexual violence at an Islamic higher education institution in West Java, Indonesia, using the maqasid al-shariah and Foucault’s theory of sexuality as the theoretical frameworks. This mixed-method research used Google form’s surveys, in-depth interviews, and observations as the data collection methods. The data were analyzed using a flow model, which comprised selection, display, analysis or discussion, and conclusion. This study showed that verbal and non-verbal sexual violence was rampant. It occurred between student and student, lecturer and staff, staff and staff, and lecturer and student. Four models of sexual violence were found based on the typology designed by Dzeich and Weiner, who categorized thirteen forms of sexual violence. The maqasid al-shariah analysis outlined that sexual violence was against the fundamental values and objectives of sharia and human rights. Additionally, Foucault’s theory identified patriarchal and cultural hegemony aspects in sexual violence. This study’s intriguing part was the findings that combined in-depth interviews, observations, and surveys, intended to understand the intensity of existing cases. On the other hand, the power of analysis was centered on normative fiqh and sociological aspects. According to the literature reviews, these two approaches had not been administered by previous researchers. © 2021 Samarah. All rights reserved.

Author Keywords
patriarchy; Human rights; Maqasid al-shariah; Sexual violence

Krce-Ivančić, M. (2021). The Knowledge of Pessimism. Cosmos and History: The Journal of Natural and Social Philosophy, 17(1), 471–490.

Open access

Abstract
Leaving a well-trodden path of conflating pessimism with a favourite pastime of those who take pleasure in coming up with aporetic riddles, the article gives the knowledge of pessimism the attention it deserves. Pessimism endorses us to confront and express our existence without anxiously paying respect to the imperative of progress. The knowledge of pessimism is here for us to express rather than resolve our existence, thus claiming our freedom of thought. The article first outlines pessimism and its commitments. It then proceeds to propose the understanding of suffering as an underlying condition of our existence that allows the self to confront a discourse by which it has been constituted. Finally, showing that the imperative of progress is embedded in grant application forms, the article demonstrates one of the mechanisms by which the knowledge of pessimism is excluded from the contemporary university.

Keywords:
Anxiety, Existence, Freedom, Pessimism, Progress, Suffering

Author Biography
Matko Krce-Ivančić, Most recent affiliation: Department of Sociology, School of Social Sciences, University of Manchester, Manchester, United Kingdom
Matko Krce-Ivančić has a PhD in Sociology from the University of Manchester, United Kingdom. His primary interest is in exploring the relation of subjectivity and politics, where power is understood to be constitutive for our subjectivity. Krce-Ivančić’s article ‘Governing Through Anxiety’, in which anxiety is explored using psychoanalytic theory to extend Foucault’s conceptualisation of neoliberal governmentality, is published in Journal for Cultural Research (2018). His chapter ‘Neoliberal Subjectivity at the Political Frontier’, providing a critique of Laclau’s model of emancipation by emphasising the importance of neoliberal subjectivity, is a part of The Late Foucault. Ethical and Political Questions (ed. by Faustino, M. and Ferraro, G.) that is published by Bloomsbury (2020).

Ball, S., Collet-Sabé, J.
Against school: an epistemological critique
(2021) Discourse

DOI: 10.1080/01596306.2021.1947780

Abstract
The paper argues that the modern school is an ‘intolerable’ institution. 1 Contrary to the sensibilities of educational research that look for more and/or better schooling as a way of making education more equal and more inclusive, our position is against the modern European school as an institution of normalisation within which equality and inclusion are impossible. Foucault’s strategy of reversal is used as a means of subversion to argue for an end to schooling. Concretely the paper highlights the epistemic fundamentals of the modern school and in particular the dynamics of normalisation related to the universal and the production of inequalities and isolated individuals. The paper asserts the need to be ‘against’ rather than ‘for’ the school and the abandonment of the ‘redemptive perspective’. Over and against this, we propose the need to think education differently and apart from the school in order to open up other educations, and specifically education as an ethical activity, an exploration of limits, and a politics of the self. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Author Keywords
critique; epistemology; Foucault; politics of the self; reversal; School

stuartelden's avatarProgressive Geographies

One excellent piece of advice I picked up sometime in June was that while it might make sense to think of the autumn term as the beginning of the academic year, for research it makes sense to think of the beginning of summer as a fresh start. So that rather than the summer months being used to catch up on all the things that, this year above all others, didn’t get done, Ibegan Julythinking of this as a new year of writing, with the aim of getting ahead of things before teaching comes back to dominate. It’s a simple mental shift, but 2020/21 was an awful year, and thinking about now as 2021/22 really helped with giving this project new impetus.

With this book on Foucault in the 1960s, initially I worked on the chapter on art. I had quite a lot of notes, but not much…

View original post 1,722 more words

Colombo, A.
Inexpérience des Pères : Les Aveux de la chair de Michel Foucault et la formation de l’expérience de la chair (2021) Revue Théologique de Louvain, 52 (1), pp. 43-64.

DOI: 10.2143/RTL.52.1.3289206

Abstract
This article investigates Michel Foucault’s account of « experi ence of the Flesh » based on Foucault’s posthumous Les Aveux de la chair. the 4,h volume of the History of Sexuality dedicated to studying the Church Fathers. On the one hand, the article argues that through the reading of the Church Fathers, in particular Tcrtullian and Cassian. Foucault develops an approach to the experience of the Flesh understood as a temporal and objec tive schema. On the other hand, the article shows that Foucault modifies the historical diagnosis of the formation of the experience of the Flesh after or while he completes Les Aveux de la chair. This modification is led by the idea that the main element of the aforementioned experience is what he calls « the desiring man ». In doing so. Foucault makes Cassian and Saint Augus- tin the cornerstones of the formation of the experience of the Flesh. The articlc examines this modification in order to shed light on Foucault∗s con ceptualisation of the « experience of the Flesh » and bring to attention the limits that this modification imply to the project of the History of Sexuality. © 2021 Universite Catholique de Louvain. All rights reserved.

Author Keywords
Michel foucault; The confessions of the flesh. experience of the flesh. church fathers. history of sexuality

Rozhdestvenskaia, E.A.
The ethics of care discourse for future education
(2021) Chelovek, 32 (2), pp. 76-88.

DOI: 10.31857/S023620070014862-5

Abstract
We reveal the key approaches to the ethics of care (Plato, M. Heidegger, M. Foucault), and the features of the feminist ethics of care (N. Noddings, K. Gilligan et al.), which implies the denial of the classical tradition of the interpretation of caring for the other via focusing on her needs; also we reveal the importance of the ethics of care in modern philosophy of education, concerned with the impact on such key problems as difficulties in ethical relationships between the subjects of education, division of reality into the different subjects, the impossibility of discussing serious existential issues in the classroom. The question about the introduction into the Russianlanguage scientific circulation of a number of terms used by modern Englishspeaking authors (J. Nguyen, M. McKenzie, S. Blenkinsop, U. Bergmark, E. Alerby) is raised, which works are considering the ethics of care from the standpoint of the student-teacher relationship, moral dilemmas and the calling in students in education to give them experience taking care of themselves and others, and the natural world. The article highlights the directions for the development of the education system in the future, and the ethics of care may be considered as an important basis for the evolution of education (education in the conditions of “reassembling” educational institutions of the future, uncertainty and stochasticity, the search for possible axiological justifications of educational relationships, technological innovations, education as the moral education of a free person of the future). © 2021, Russian Academy of Sciences. All rights reserved.

Author Keywords
Education forecasting; Ethics of care; Ethics of education; Future of education; Philosophy of education

Claudia Aradau and Martina Tazzioli, Covid-19 and rebordering the world Radical Philosophy 2.10 (Summer 2021)

In April 2021, dozens of asylum seekers were moved back to the Napier Barracks in the UK, after the barracks had been emptied a month earlier following protests and media reports on its unsuitable conditions. Migrant support groups and NGOs denounced the ‘terrible conditions of the substandard accommodation and the effects it is having on its residents’. 1 Asylum seekers organised many protests against the unliveable conditions and several started hunger strikes. In the wake of this mobilisation, the Independent Inspector of Migration, Border and Asylum also reported inadequate resources and that the ‘environment at both sites [Penally Camp and Napier Barracks], especially Napier, was impoverished, run-down and unsuitable for long-term accommodation’. 2 Finally, public outcry after a Covid-19 outbreak at the barracks led the Home Office to transfer the asylum seekers to hotels where they were to wait to be transferred to an accommodation centre or a flat, according to the ‘dispersal policy’ that has been enforced in the UK since 1999. At about the same time, the UK government introduced hotel quarantine for travellers crossing borders from a number of countries deemed a risk for bringing ‘mutant’ Covid-19 variants to the UK. Notably, this continuum of hybrid forms of confinement has been enforced in the name of both migrants’ and citizens’ protection.

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In fact, as Foucault has retraced, the responses to diseases reveal specific regimes of power and of power transformations – leprosy: sovereign power; plague: disciplinary power; smallpox: biopower and security dispositifs. 12 The ongoing rebordering of the world should be situated within this history of contagion, health and borders and, at the same time, grasped in its specificity. Yet, Covid-19 is the first pandemic that has triggered a global lockdown. Fassin has pointed out that the current health crisis ‘is not unprecedented because of the pandemic, but because of the response to the pandemic. We have had worse pandemics in the past, but we have never had one for which confinement has been imposed on a global level’.
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Rey Chow, A Face Drawn in Sand. Humanistic Inquiry and Foucault in the Present, Columbia University Press, 2021

Leadership, innovation, diversity, inclusiveness, sharing, accountability—such is the resounding administrative refrain we keep hearing in the contemporary Western university. What kinds of benefits does this refrain generate? For whom? What discursive incitements undergird such benefits? Although there are innumerable discussions of Michel Foucault in the English-speaking academy, seldom is his work used systematically to unravel the dead ends and potentialities of humanistic inquiry as embedded in these simple but dynamic questions.

Rey Chow takes up this challenge by articulating the plight of the humanities in the age of global finance and neoliberal mores through a resharpened focus on Foucault’s concept “outside.” This general discussion is followed by a series of micro-arguments about several loosely linked topics: the biopolitics of literary study, visibilities and invisibilities, race and racism, sound/voice/listening, and confession and self-entrepreneurship. Against what she polemicizes as the moralistic-entrepreneurial norming of knowledge production, Chow foregrounds a nonutilitarian approach, stressing anew the intellectual and pedagogical objectives fundamental to humanistic inquiry: How to process, analyze, and evaluate different types of texts across languages and disciplines; how to form and sustain viable arguments; how to rethink familiar problems through less known as well as very well-known sources, figures, and methods. Above all, she asks in an abidingly humanistic spirit, how not to know all the answers before the questions have been posed.

ABOUT THE AUTHOR
Rey Chow is Andrew W. Mellon Distinguished Professor of the Humanities at Duke University. She is the author of Entanglements, or Transmedial Thinking About Capture (2012) and Not Like a Native Speaker: On Languaging as a Postcolonial Experience (Columbia, 2014), among other works, and the coeditor of Sound Objects (2019).

Daniel Schultz reviews A Face Drawn in Sand, Critical Inquiry, 21 July 2021

Rey Chow. A Face Drawn in Sand: Humanistic Inquiry and Foucault in the Present. New York: Columbia University Press, 2021. 232 pp.
Open access

In her new book, A Face Drawn in Sand: Humanistic Inquiry and Foucault in the Present, Rey Chow takes aim at the way the global corporate university, with its ever-swelling ranks of administrative managers, employs diversity and inclusion rhetoric as a style of entrepreneurial governance. What we see here is a form of power that patterns pedagogy and various modes of intellectual inquiry through the ruse of identity-based politics; moreover, it provokes and recruits self-defeating apologetic discourse around and about the humanities. Chow warns that efforts to defend the humanities through hyphenated modifiers (digital, medical, environmental, and so on)—appendages designed to establish the validity and use-value of the humanities—end up surrendering the very thing they set out to protect, in other words the open spirit of humanistic inquiry that unfolds without promises of utility or pregiven answers.

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