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Foucault's Challenge: Discourse, Knowledge, and Power in Education
TLDR
In this paper, the relevance of Foucauldian thought on educational theory, practice and institutional life is examined, focusing on how power and knowledge are configured in the practices and norms of schooling.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.read more
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Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education
TL;DR: The authors argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational policy and practice: students, arguing that the argument for authorizing student perspectives runs counter to U.S. reform efforts, which have been based on adults' ideas about the conceptualization and practice of education.
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Teacher Reflection in a Hall of Mirrors: Historical Influences and Political Reverberations
TL;DR: The authors trace the genealogy of reflection in teacher education by seeking the conditions of its emergence through the influences of Descartes, Dewey, Schon, and feminism, and highlight the diversity of meanings that constitute understandings of the term and then critique the effects of power that reverberate through current reflective practices.
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Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching
TL;DR: In this article, a poststructuralist lens is invoked to conceptualize teacher emotions as discursive practices, and it is argued that teacher identity is constantly becoming in a context embedded in power relations, ideology, and culture.
Book
The Materiality of Learning: Technology and Knowledge in Educational Practice
TL;DR: In this article, a minimal methodology for designing the Femtedit network is presented, and the materiality of learning is discussed. But the authors do not discuss the role of technology in the design of the FemTEDIT network.
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Rethinking the internationalisation agenda in UK higher education
Glauco De Vita,Peter Case +1 more
TL;DR: The authors argue that it is inappropriate to treat curricula as though they were merely commodities reducible solely to exchange value and expose the inadequacies of a piecemeal infusion approach to curriculum internationalisation.
References
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Book
Governing the Soul: The Shaping of the Private Self
TL;DR: In this paper, the authors discuss the psychology of war and the production of the self in the workplace. But their focus is on the subject of work and not on the individual.
Nietzsche, Genealogy, History
TL;DR: In this paper it is shown that Reel was wrong to follow the English tendency in describing the history of morality in terms of a linear development-in reducing its entire history and genesis to an exclusive concern for utility.
BookDOI
Image-based research : a sourcebook for qualitative researchers
TL;DR: A theoretical overview of image-based research can be found in this article, where Prosser and Schwartz discuss the role of images in the sociological research process and the relationship between images and the research process.
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Caring school communities
TL;DR: In this article, the authors describe an ongoing program of research on schools as caring communities and find that sense of school community can be enhanced for both students and teachers, that it is associated with a wide range of positive outcomes, and that the potential benefits of enhancing school community may be greatest in schools with large numbers of economically disadvantaged students.