Marie Brennan

Bio: Marie Brennan is an academic researcher from University of South Australia. The author has contributed to research in topics: Curriculum & Teacher education. The author has an hindex of 22, co-authored 71 publications receiving 2156 citations. Previous affiliations of Marie Brennan include Stellenbosch University & Korean Council for University Education.

Foucault's Challenge: Discourse, Knowledge, and Power in Education

Abstract: In this volume, the editors have brought together prominent international contributors to examine the relevance of Foucauldian thought on educational theory, practice and institutional life. The result is a diverse collection that offers broad and engaging analyses of how power and knowledge are configured in the practices and norms of schooling. This text not only provides a critical examination of the significance of Foucauldian thought for education, but also discusses how Foucault's theories are arrayed in the everyday life of schools. Contributors include: Bernadette Baker; David Blacker; Marie Brennan; Lynn Fendler; Jennifer Gore; Bill Green; Sakari Heikkinen; Kenneth Hultqvist; Ingolfur Asgeir Johannesson; Mimi Orner; Thomas Popkewitz; David Shaafsma; David Shutkin; Jussi Silvonen; Hannu Simola; Judith Rabak Wagener; and Lew Zipin.

Restructuring of Social and Political Theory in Education: Foucault and a Social Epistemology of School Practices.

Abstract: Our concern in this essay is with how Michel Foucault’s methodologies for the study of power are related to a more general reexamining and re-visioning of the “foundations” of critical traditions inherited from nineteenth century European forebears. Through his wide-ranging studies of knowledge, madness, prisons, sexuality, and governmentality, Foucault’s historical philosophy interrogates the conditions under which modern societies operate. His concern with how the subject is constituted in power relations forms an important contribution to recent social theory, providing both methodological and substantive challenges to the social sciences. These have been taken up in various projects across multiple settings, with particular implications for interdisciplinary work. The politics of “identity,” as witnessed in the theoretical and historical work within the feminist movement, is one such example, crossing nation-state barriers of European and Anglo-American intellectual work. Our essay moves between the particular contribution of Foucault and the more general intellectual movements to which he has contributed. The attention given to Foucault in the English-speaking world is part of a larger sea-migration of critical traditions of social science since the World War I1 period. By sea-migration, we mean the post-World War I1 mixing of European continental social theories that integrate historical and philosophical discourses with the more pragmatic (and philosophical/ analytic) traditions in the United States, Britain, and Australia.’ The translation and incorporation of European Marxist social philosophy such as that of the Frankfurt School of critical theory from Germany, the Italian Marxist Antonio Gramsci, and more recently, French “postmodern” and French and Italian feminist theories are important to the production of a “critical” space in the education arena. Social theories since World War I1 have been important grounds on which educational debates, policies, and scholarship have focused. Our use of the term

Educating for Futures in Marginalized Regions: A sociological framework for rethinking and researching aspirations

Abstract: ‘Raising aspirations’ for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called ‘knowledge economies’. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre Bourdieu, Raymond Williams, Arjun Appadurai and authors in the Funds of Knowledge tradition, this article theorizes two logics for aspiring that are recognizable in research with young people and families: a doxic logic, grounded in populist–ideological mediations; and a habituated logic, grounded in biographic–historical legacies and embodied as habitus. A less tangible third ‘logic’ is also theorized: emergent senses of future potential, grounded in lived cultures, which hold possibility for imagining and pursuing alternative futures. The article offers a...

Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project

Abstract: Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

The archaeology of knowledge

Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.