Download Foucault & education by Gail McNicol Jardine PDF

By Gail McNicol Jardine

This e-book explores the works of Michel Foucault and their relevance for tutorial idea and perform. Gail McNicol Jardine investigates Foucault’s early examinations of the transformation of structures of data as societies switch, his in-depth, serious analyses of Knowledge-Power, and his a growing number of specific exam of the connection of the Self to acts of Knowledge-Power. particular subject matters which are explored from Foucault’s paintings are archeology, family tree, disciplinary wisdom and tool, normality, the gaze, panopticism, the exam, critique and resistance. This primer includes abundant references that permit the reader to check Foucault’s personal use of those vital analytic techniques and instruments. This e-book can be invaluable in undergraduate and graduate classes in schooling, severe conception, academic idea, severe pedagogy, philosophy, psychology, and sociology.

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Vast numbers of people began Chapter Two 40 to move to the dties. Having been displaced from the common lands of the countryside, or having lost the ability to engage in cottage crafts or to own their own labor, many of these new residents of the cities were poor and uneducated. Many were forced to work in factories owned by profit-driven capitalists in order to survive. Factory owners have a long tradition of using the public realm (government and governmentally funded social institutions) to con­ struct the infrastructure they need for their organi­ zations-including providing suitably skilled workers (Franklin, 1992).

What else could we do here? [s our ability to imagine what else we might do itself insinuated in hidden regimes 34 Chapter Two beyond our good intentions in raising such alter­ natives? What would the present and absent effects of these matters be? (p. 1 35-36) We Must Avoid Being Blinded by Theoretical Expectations Foucault ( 1 980, p. 136) warned us to avoid Utopian Dissociation The fallacy of conl,dering "utopian dissociations" when we work to try to improve our society's activities. If we fall subject to an enforced idea this fallacy, we insist that ifonly the tme theoretical ,ndependently of the actual framework could be instituted in society, all unde­ places in which it has its sirable expectations and practices would vanish.

26, 219; 1980, pp. 39, 88-90, 96; 1983, pp. 210-11). The terms "power," "surveillance," "the examination," "the norm," or any other name of a specific technique of power (techniques described in detail in Chapter 3), represent a change only in the level of generality of discussion. FoucauJt's sense of "power" had no existence over and above this or that case of surveillance, this or that exam, or the exer­ cise of any other specific disciplinary technique. It is not a theoretical entity which requires a theoret­ ical response.

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