Foucault and education

The paper (Foucault Studies, 25 [see link to site*]) builds upon a growing body of critical research on the proliferating use of bibliometrics as a means to evaluate academic research, but brings to it a specifically Foucauldian, genealogical approach. The paper has three parts. Part 1 situates bibliometrics as a new technology of neoliberal, biopolitical governmentality, alongside the host of other 'metrics' (led by biometrics) that have emerged in the last two decades. Part 2 analyses bibliometrics' antecedents in prior notational practices in the Western heritage, highlighting how forms of noting have almost always had political valences, tied to projects either of control or, with Bayle and the philosophes, of subversion. Part 3 delineates the specific features of bibliometrics as a new form of notation, highlighting the latest forms of academic subjectivity bibliometrics suppose and increasingly are summoning into being.

* https://rauli.cbs.dk/index.php/foucault-studies/article/view/5578/6221

In liberal, democratic and capitalist societies today, we are increasingly invited to disclose our innermost thoughts to others. We are asked to turn our gaze inwards, scrutinizing ourselves, our behaviours and beliefs, while talking and writing about ourselves in these terms. This form of disclosure of the self resonates with older forms of church confession, and is now widely seen in practices of education in new ways in nurseries, schools, colleges, universities, workplaces and the wider policy arena.
This book brings together international scholars and researchers inspired by the work of Michel Foucault, to explore in detail what happens when these practices of confession become part of our lives and ways of being in education. The authors argue that these practices are not neutral, but political and powerful in their effects in shaping and governing people; they examine confession as discursive and contemporary practice so as to provoke critical thought.
International in scope and pioneering in the detail of its scrutiny of such practices, this book extends contemporary understanding of the exercise of power and politics of confessional practices in education and learning, and offers an alter- native way of thinking of them. The book will be of value to educational practitioners, scholars, researchers and students, interested in the politics of their own practices.

Fairy tales play a substantial role in the shaping of childhoods. Developed into stories and played out in picture books, films and tales, they are powerful instruments that influence conceptions and treatments of the child and childhoods. This article argues that traditional fairy tales and contemporary stories derived from them use complex means to mould the ways that children live and experience their childhoods. This argument is illustrated through representations of childhoods and children in a selection of stories and an analysis of the ways they act on and produce the child subjects and childhoods they convey. The selected stories are examined through different philosophical lenses, utilizing Foucault, Lyotard and Rousseau. By problematizing these selected stories, the article analyses what lies beneath the surface of the obvious meanings of the text and enticing pictures in stories, as published or performed. Finally, this article argues for a careful recognition of the complexities of stories used in early childhood settings and their powerful and multifaceted influences on children and childhoods.

Resumo – En el artículo se analiza la constitución de algunos saberes, nociones, conceptos y prácticas en el campo del saber pedagógico y como producto de la preocupación por el gobierno de sí y de los otros. Tal situación es presentada como evidencia para explicar que el gobierno encontró en las prácticas pedagógicas (enseñanza, instrucción, educación, formación, aprendizaje) su principal – y quizás – su más eficiente forma de despliegue. Son señalados dos momentos: 1) la emergencia, entre los siglos XVI y XVII, de la Didáctica como saber y con ella de nociones como instrucción y enseñanza, que expresan una forma de pensar el gobierno de los individuos y las poblaciones como parte del despliegue de un conjunto de dispositivos de gobierno de énfasis disciplinario; 2) la emergencia, entre los siglos XVIII y XIX, de la noción " educación " en los discursos pedagógicos vinculada al desplazamiento de énfasis de los dispositivos de disciplinarios hacia los dispositivos de gobierno liberales. Así, los análisis realizados por Foucault usando la noción gubernamentalidad y, que sirven como herramienta metodológica en este estudio, remiten claramente un conjunto de prácticas y saberes pedagógicos de los cuales él no se ocupó y que el presente análisis intenta describir. abstRact – This article analyzes the constitution of some knowledge, ideas, concepts and practices in the field of pedagogical knowledge and as a result of concern for the government of self and others. Such a situation is presented as evidence to explain that the government found in pedagogical practices (teaching, training, education, learning), and perhaps its main-its most efficient form of deployment. They are designated two points: 1) the emergence, between the sixteenth and seventeenth, the Teaching as knowledge and with it notions of instruction and teaching, which express a way of thinking the government of individuals and populations as part of the deployment a set of devices disciplinary emphasis of government, 2) the emergence, between the eighteenth and nineteenth centuries, the notion of " education " in pedagogical discourses linked to the shift of emphasis from disciplinary devices to the devices of liberal government. Thus, the analysis performed by using the notion Foucault and governmentality, which serve as a methodological tool in this study clearly refer a set of practices and pedagogical knowledge of which he took and that the present analysis attempts to describe.

RESUMEN Este texto analiza las pruebas estandarizadas del rendimiento escolar como dispositivo de la biopolítica educativa. Se presenta una breve revisión teórica de la noción de biopolítica, una analítica del poder de organismos economicistas legitimadores de políticas educativas globales y una cartografía sociotécnica de las tecnologías de control docente. El dispositivo de la biopolítica educativa provoca en el alumnado la legitimación de la lógica disciplinaria, la perpetuación de las líneas divisorias (normalidad/anormalidad) y la hegemonía de la estandarización como regularización de los conjuntos poblacionales. Los efectos generados en los docentes se presentan con entrevistas en profundidad de una investigación empírica, desta-cando dos cualidades: «comparabilidad», cuyos rasgos característicos son cómputo/centro y relación con el todo; y «dividualidad», donde competitividad y sujeción son sus propiedades.

The essays in the fourth volume of The Annual Review of Interdisciplinary Justice Research reflect upon and examine critically the justice disciplines in Canada. In using this term, we refer to stand-alone postsecondary university degree programs and university research centres that are variously titled criminal justice, justice studies, police studies, as well as related programs such as law and security; indigenous people and law; criminal policy management; human justice; youth justice; community, crime and social justice; justice and public safety; indigenous people and justice and the like. The term ‘justice disciplines’ encompasses several scholarly perspectives that focus on aspects of crime and criminal justice and draws inspiration from John Crank’s (2003) argument that the problematic of justice itself ought to be the unifying concept at the heart of our scholarly endeavors. Thus, no matter what department we find ourselves in, and despite the challenges in defining justice, we are united by a commitment to “a broader, more open-ended investigation into the nature of justice itself” (Crank 2003: 14). We present this collection of essays as an inclusive dialogue on the state of the justice disciplines in Canada, reflecting critically on our collective history while identifying some of the challenges that we face as university educators.

Introduction

Educating Justice: Postsecondary Education in the Justice Disciplines, Steven Kohm, Kelly Gorkoff, Richard Jochelson, and Kevin Walby

Articles

Of Big Tents and Handmaidens: The Origins and Evolution of Criminology at Simon Fraser University, Curt T. Griffiths and Ted Palys

From Correction to Prevention: An Analysis of the Canadian Journal of Criminology and Criminal Justice, 1958-1983, Sean Parys

Commentary: Programs and Centres of Justice Studies in Canada

Development of a Diploma and a Bachelor of Arts Major in Police Studies at Memorial University, Anne Morris and Sharon Barter Trenholm

A Tale of Three Programs: Reflections on Criminological Studies at Ryerson University, Tammy C. Landau and Kimberly N. Varma

From Studies in Justice and Law Enforcement to the Department of Criminal Justice: A Reflection from the University of Winnipeg, Michael Weinrath

A Justice Experience at the University of Regina: A History of an Interdisciplinary, Academic, Liberal Arts Program, Hirsch Greenberg

Personal Reflections on Justice Education at Mount Royal University, Doug King and John Winterdyk

Educating the Criminology Vanguard, R.S. Ratner

Bridging Gaps: Social Justice Studies at the University of Victoria, William K. Carroll

Educating Justice Up Close and From a Distance: Reflections on the First Ten Years of the BA Justice Studies Program at Royal Roads University, Michael G. Young

Reflections on Justice Education

Teaching and Learning about Justice through Wahkohtowin, Sarah Buhler, Priscilla Settee, and Nancy Van Styvendale

Complex Alliances: A Community- and Institution-based Project for Educating Justice-involved Women, Judith Harris and Jaqueline McLeod Rogers

Let Law be Law, and Let us Critique: Teaching Law to Undergraduate Students of Criminal Justice, Richard Jochelson

A Criminologist’s Journey: Embracing the Sociological Roots of Justice Studies, Courtney Waid-Lindberg

Il rapporto dialettico tra discorso medico e discorso pedagogico è stato segnato storicamente da un potere egemonico del primo sul secondo. Gli autori, assumendo una prospettiva argomentativa che cerca di coniugare il contributo dell’Analisi Istituzionale con quello dei Disability Studies, indagano le questioni e le implicazioni che derivano da questo rapporto di potere ponendo una serie di quesiti per mezzo dei quali cercano di far emergere una possibile problematizzazione dei temi che oggi interpellano la Pedagogia Speciale, in modo particolare in rapporto al concetto di inclusione e alle prassi che vedono impegnati coloro che operano nella scuola ma anche gli studiosi stessi dell’educazione.
The dialectical relationship between medical discourse and pedagogical discourse has been historically marked by a hegemonic power of the former over the latter. The authors, assuming an argumentative perspective that tries to combine the contribution of Institutional Analysis with that of Disability Studies, trying to investigate the questions and implications that derive from this power relationship by posing a series of questions by which they try to do to emerge a possible problematization of the issues that today question Special Pedagogy, particularly in relation to the concept of inclusion and the practices involving those who work in the school but also the scholars themselves of education.

Research on the effect of school uniforms on school attendance in low income countries is scarce. Building on a meta-analysis of the available literature, this paper analyses primary survey data collected (n = 462) in Mongolia on students' perceptions of school uniforms. The findings reveal that it is not only the cost of uniforms that matters, but also poor students' feelings of exclusion when the majority of students in a school wear uniforms. The poor drop out from school when their symbolic association with the majority is visibly broken through their inability to afford and wear school uniforms. The study suggests that school uniform policies in low income countries are fraught with complications. Instead of creating cohesion , such policies are more likely to affect poor students' negative perceptions of themselves and play a strong role in dropout rates.

Since the 2000s, successive governments in the United Kingdom and elsewhere have embraced the idea of ‘raising aspiration’ among young people as a solution to persisting educational and socio-economic inequalities. Previous analyses have argued that these policies tend to individualise structural disadvantage and promote a ‘deficit’ view of working-class youth. This paper adopts a novel approach to analysing aspiration discourses combining Michel Foucault’s four dimensions of ‘ethics’ and Mitchell Dean’s notion of ‘formation of identities’. Applying Foucault’s and Dean’s work in this way provides a new lens that enables an examination of how policy encourages particular forms of subjectivation, and, therefore, seeks to govern individuals. The findings presented in the paper complicate previous research by showing that raising aspiration strategies portray disadvantaged youth both in terms of ‘deficit ‘and ‘potential’, resulting in a requirement for inner transformation and mobility through attitudinal change. The paper concludes with a discussion of the implications for the identity formation of young people and for conceptualising contemporary forms of governmentality.

Table of Contents:
Introduction - Nicolae Morar, Thomas Nail, and Daniel Smith

Part I Encounters
1. Deleuze and Foucault: A Philosophical Friendship - François Dosse
2. Theatrum Philosophicum - Michel Foucault
3. Michel Foucault's Main Concepts - Gilles Deleuze
4. When and How I’ve read Foucault - Toni Negri (translated by Kristopher Klotz)

Part II Method and Critique
5. Philosophy as Cultural Critique in Foucault and Deleuze - Colin Koopman
6. Foucault’s Deleuzean Methodology of the Late 1970s - John Protevi
7. Deleuze’s Foucault: A Metaphysical Fiction - Frédéric Gros (translated by Samantha Bankston)

Part III Convergence and Divergence
8. Speaking Out For Others: Philosophy’s Activity in Deleuze and Foucault (and Heidegger) - Len Lawlor and Janae Sholtz
9. Philosophy and History in Deleuze and Foucault - Paul Patton
10. Becoming and History: Deleuze’s Reading of Foucault - Anne Sauvagnargues (translated by Alex Feldman)
11. Foucault and the Image of Thought - Kevin Thompson
12. The Regularities of the Statement: Deleuze on Foucault’s Archaeology of Knowledge - Mary Beth Mader

Part IV Desire, Power and Resistance
13. Desire and Pleasure - Gilles Deleuze
14. Against the Incompatibility Thesis: A rather Different Reading of the Desire-Pleasure Problem - Nicolae Morar and Marjorie Gracieuse
15. Biopower and Control Societies - Thomas Nail
16. Two Concepts of Resistance: Foucault and Deleuze - Dan W. Smith

Appendix
17. Meeting Deleuze - Paul Rabinow
18. Foucault and Prison - Paul Rabinow