scholarly journals Between 'Devil' and Detournement: Embodied Acts as Methods of Critical Inquiry in Educational Spaces.

2002 ◽  
Vol 1 (4) ◽  
Author(s):  
Robert Wilson Sweeny
Keyword(s):  
Michel Foucault ◽  
Critical Inquiry ◽  
Surveillance Camera ◽  
School Settings ◽  
Educational Spaces ◽  
The Relationship

This paper explores the relationship between surveillance technologies and power as exercised in educational spaces. The theories based in the panoptic gaze as theorized by Michel Foucault provide educators with the opportunity to analyze positions of power in school settings. The critical actions of the Surveillance Camera Players represent examples of active embodiment that might inform a form of pedagogy that investigates panopticism within educational spaces.

scholarly journals Historical Critique or Transcendental Critique in Foucault: Two Kantian Lineages

2010 ◽  
pp. 100 ◽  
Author(s):  
Colin Koopman
Keyword(s):  
Michel Foucault ◽  
Critical Inquiry ◽  
Critical Philosophy ◽  
Core Theme ◽  
Growing Body ◽  
Conditions Of Possibility ◽  
Relationship Of ◽  
The Relationship ◽  
Philosophical Phenomenology ◽  
Critical Project

A growing body of interpretive literature concerning the work of Michel Foucault asserts that Foucault’s critical project is best interpreted in light of various strands of philosophical phenomenology. In this article I dispute this interpretation on both textual and philosophical grounds. It is shown that a core theme of ‘the phenomenological Foucault’ having to do with transcendental inquiry cannot be sustained by a careful reading of Foucault’s texts nor by a careful interpretation of Foucault’s philosophical commitments. It is then shown that this debate in Foucault scholarship has wider ramifications for understanding ‘the critical Foucault’ and the relationship of Foucault’s projects to Kantian critical philosophy. It is argued that Foucault’s work is Kantian at its core insofar as it institutes a critical inquiry into conditions of possibility. But whereas critique for Kant was transcendental in orientation, in Foucault critique becomes historical, and is much the better for it.

Når styringens ambitioner udfordres af praksis. Om at analysere rummet imellem styringens intentioner og situationel praksis

2016 ◽  
Vol 27 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Mathias Herup Nielsen ◽  
Niklas Andreas Andersen
Keyword(s):  
Michel Foucault ◽  
Qualitative Interviews ◽  
The Other ◽  
Empirical Reality ◽  
Men I ◽  
Unemployment Policy ◽  
The Relationship ◽  
Point Of Departure ◽  
Local Employment

Studier, der analyserer det sociale med inspiration fra Foucaults tanker om governmentality, kritiseres i stigende omfang for at afskære sig fra at analysere de praktiske relationer, som politisk styring konkret indlejres i. I artiklen tager vi afsæt i denne kritik og viser, med et studie af forholdet mellem et kommunalt jobcenter og et lokalt beskæftigelsesråd, hvordan governmental magtanalyse kan indfange styringens uforudsigelige, mangefacetterede og immanente karakter ved at fokusere på styringsintentionernes møde med den praktiske virkelighed, der søges styret. Formelt er rådet nedsat til at overvåge og kontrollere jobcentret, men i den praktiske relation er det snarere jobcentret, som overvåger og kontrollerer rådet. Artiklen viser, hvordan dette er muligt ved at analysere jobcentrets arbejde med rådet ved hjælp af en række centrale begreber fra Foucaults forfatterskab. Empirisk trækker studiet foruden formelle myndighedsdokumenter, der beskriver rådets tiltænkte rolle, på praksisinformerende empiri i form af kvalitative interviews og mødereferater over en fire-årig periode. ENGELSK ABSTRACT: Mathias Herup Nielsen and Niklas Andreas Andersen: When Praxis Challenges the Ambitions of Governing. Analyzing the Space between the Intentions of Governing and Situational Praxis Studies working with the Foucauldian concept of ”governmentality” are frequently criticized for their apparent disregard of empirical reality. This article takes this critique as its point of departure and demonstrates the application of the concept of governmentality in a concrete empirical case study in order to grasp the unpredictable and multifaceted nature of modern day power. The case investigated here is the relationship between a Danish Jobcentre and a so-called local employment council (LBR). The latter was created to ”control” and ”monitor” the former organization. However, in practice, it is rather the other way around – the Jobcentre is controlling and monitoring the members of the LBR. This article draws on a number of well-known Foucauldian concepts to show how this relation of power is practically structured. Empirically the article draws on documents from central authorities as well as on a number of qualitative interviews with the actors involved – hence, the article attempts to meet with the dominant overall critique of the governmentality perspective for disregarding empirical reality. Keywords: governmentality, Michel Foucault, unemployment policy, jobcentre.

Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Zeus Leonardo ◽  
Blanca Gamez-Djokic
Keyword(s):  
Teaching And Learning ◽  
White Women ◽  
The United States ◽  
Race And Gender ◽  
Modern Education ◽  
Critical Knowledge ◽  
Educational Spaces ◽  
Critical Understanding ◽  
And Gender ◽  
The Relationship

Emotional praxis is not a phrase usually associated with teaching and teacher education. Yet when race enters educational spaces, emotions frequently run high. In particular, Whites are often ill-equipped to handle emotions about race, either becoming debilitated by them or consistently evading them. Without critically understanding the relationship between race and emotions—or, simply, racialized emotions—teachers are unprepared to teach one of the most important topics in modern education. This chapter addresses this gap in education and teacher training by surveying the philosophical, sociological, and burgeoning literature on emotion in education to arrive at critical knowledge about the function and constitutive role it plays in discourses on race. Specifically, the argument delves into white racial emotions in light of the known fact that most teachers in the United States are White women. This means that our critical understanding of emotion during the teaching and learning interaction entails appreciation of both its racialized and gendered dimensions, and attention to both race and gender becomes part of emotional praxis. Finally, the essay ends with a proposal for an intersubjective race theory of emotion in education.

scholarly journals Enacting the contested past: conflict narratives in educational spaces

2017 ◽  
Vol 72 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Sunčana Laketa ◽  
Dilyara Suleymanova
Keyword(s):  
School Settings ◽  
Ethnographic Fieldwork ◽  
Contentious Issue ◽  
History Curriculum ◽  
Educational Spaces ◽  
Emotional Geographies ◽  
The Republic ◽  
Conflict Narratives ◽  
Field Of Inquiry ◽  
School Curricula

Abstract. The article analyzes unfoldings and enactments of narratives on a politically divisive past in educational spaces of two multi-ethnic settings – the Republic of Tatarstan and Bosnia and Herzegovina. We explore how the contested past is represented within official school curricula and how it unfolds in concrete school settings. In each case we have a historic event that is a politically divisive and contentious issue. Though one of these historical events lies far back in history (1552) and the other is more recent (1992–1995), in both cases the contested past is being silenced in the official history curricula. The paper is guided by the following question: in what ways does a past that is muted within a history curriculum continue to speak and structure the relationships of the school present? In order to answer this question, we situate our work within the literature on ethnographies of education, as well as the relatively new but burgeoning field of inquiry on emotional geographies and anthropologies of education. Drawing on ethnographic fieldwork in these two settings, we argue that the narratives on the violent past form and divide national communities not only through divergent views and interpretations of the historic event by the groups involved but also through strong emotional attachments to these narratives. We conclude by calling for a sustained engagement with emotions in educational settings as sites of embodiment that work to negotiate and actively rework top-down educational narratives, especially when considering the processes of identity-building through school spaces.

scholarly journals Práticas matemáticas inscritas em cadernos escolares: o caso das fraçõesMathematical practices inscribed in school notebooks: the case of fractions

2020 ◽  
Vol 22 (2) ◽  
pp. 751-788
Author(s):  
Francine Fragoso de Miranda Silva ◽  
Cláudia Regina Flores ◽  
Rosilene Beatriz Machado
Keyword(s):  
Michel Foucault ◽  
History Of Mathematics ◽  
Historical Context ◽  
Santa Catarina ◽  
Mathematical Practices ◽  
New Approach ◽  
History Of ◽  
The 1960S ◽  
The Relationship ◽  
The City

ResumoEste artigo tem por objetivo identificar e analisar práticas matemáticas inscritas em cadernos escolares de uma escola mista estadual do município de Antônio Carlos (SC), nas décadas de 1930 e 1940, com enfoque dado para as frações. São utilizadas as teorizações de Michel Foucault para nortear os preceitos teórico-metodológicos. Os resultados da pesquisa indicam práticas matemáticas desenvolvidas nessa escola obedecendo aos programas oficiais catarinenses da época, com soluções rápidas e sucintas e voltadas às tarefas de seu cotidiano. Também se observam que elas estão inseridas num contexto histórico, compreendido entre a Reforma Francisco Campos, de 1931, e o início do Movimento da Matemática Moderna, nos anos de 1960, no qual a fração recebe uma nova abordagem, distanciando-se da relação entre número e medida e aproximando-se da noção de parte-todo.Palavras-chave: Práticas matemáticas, Cadernos escolares, Frações, História da educação matemática.AbstractThis article aims to identify and analyze mathematical practices registered in school notebooks of a mixed state school in the city of Antônio Carlos (SC), in the 1930s and 1940s, focused on fractions. Michel Foucault's theorizations are used to guide theoretical and methodological precepts. The results of the research show mathematical practices developed in these schools obeying the Santa Catarina official programs of the time, with quick and succinct solutions and focused on their daily tasks. It is also observed that they are inserted in a historical context, between the Francisco Campos Reform, of 1931, and the beginning of the Modern Mathematics Movement, in the 1960s, in which the fraction receives a new approach, moving away from the relationship between number and measure and approaching the notion of part-whole.Keywords: Mathematical practices, School notebooks, Fractions, History of mathematics education.ResumenEste artículo tiene como objetivo identificar y analizar las prácticas matemáticas registradas en los cuadernos escolares de una escuela estatal mixta en la ciudad de Antônio Carlos (SC), en la década de 1930 y 1940, con un enfoque en las fracciones. Las teorizaciones de Michel Foucault se utilizan para guiar los preceptos teóricos y metodológicos. Los resultados de la investigación muestran prácticas matemáticas desarrolladas en estas escuelas que obedecen los programas oficiales de Santa Catarina de la época, con soluciones rápidas y sucintas y centradas en sus tareas diarias. También se observa que se insertan en un contexto histórico, entre la Reforma Francisco Campos, de 1931, y el comienzo del Movimiento de Matemáticas Modernas, en la década de 1960, en el que la fracción recibe un nuevo enfoque, alejándose de la relación entre numerar y medir y acercándose a la noción de parte-todo.Palabras clave: Prácticas matemáticas, Cuadernos escolares, Fracciones, Historia de la educación matemática

scholarly journals Consensus among group members’ shared leadership ratings polarizes group performance

2020 ◽  
Author(s):  
Ioku Tomohiro
Keyword(s):  
Shared Leadership ◽  
Group Performance ◽  
Leadership Behavior ◽  
Regression Analyses ◽  
Hierarchical Multiple Regression ◽  
School Settings ◽  
Study Results ◽  
Group Members ◽  
Using Data ◽  
The Relationship

We examined whether the extent of perceived variability (i.e., consensus) among group members’ shared leadership ratings polarize group performances. Through using data from 39 classes in school settings, we explored the relationship between students’ shared leadership behavior and group performance as moderated by the extent of variability among group members’ shared leadership ratings. Study results, based on hierarchical multiple regression analyses, were consistent with the hypothesized conceptual scheme of moderation in that the slope of the relationship between shared leadership and group performance was stronger (and positive) for classes with high consensus than ones with low consensus. This indicates consensus among group members’ shared leadership ratings polarizing group performance.

The political rationalities of indebtedness: Control, discipline, sovereignty

2019 ◽  
Vol 58 (3) ◽  
pp. 454-468
Author(s):  
Jean François Bissonnette
Keyword(s):  
Michel Foucault ◽  
Common Core ◽  
Gilles Deleuze ◽  
The Political ◽  
Power Dynamics ◽  
Important Phenomenon ◽  
The Common ◽  
The Relationship ◽  
Political Character ◽  
Loan Contract

This article examines the political character of debt relations, focusing in particular on the increasingly important phenomenon of personal indebtedness. Following Michel Foucault and Gilles Deleuze, it distinguishes between three forms of ‘rationality’ that explain the various power dynamics at play beneath the formal and seemingly voluntary loan contract. Debt first exemplifies the open-ended flows of power that circulate in the networked structures of the ‘societies of control’ described by Deleuze. Far from signaling the demise of the modern disciplines analyzed by Foucault, credit relations are, on the contrary, shown to depend on some of the normalizing procedures that constituted the common core of disciplinary institutions. Arguing for a synchronic approach to historical political rationalities, this article highlights the relationship between debt and sovereignty, showing the intrication of contemporary, financialized forms of capitalist exploitation and the state’s ancient pretension to exact from its citizens an infinite debt of existence. Debt thus combines the respective effects of control, discipline and sovereignty and constitutes as such a powerful technology for the governing of individuals and populations.

Censorship and Its Changing Taboos on the Egyptian Stage—From Politics and Religion to Sexual Frustration

2008 ◽  
Vol 40 (2) ◽  
pp. 181-184
Author(s):  
Dina Amin
Keyword(s):  
Michel Foucault ◽  
The Body ◽  
Political Control ◽  
The Political ◽  
Dramatic Literature ◽  
Politics And Religion ◽  
Point Of Intersection ◽  
The Relationship ◽  
Gain Access

When asked about “political control of a population,” Michel Foucault responded, “[P]ower had to gain access to the bodies of individual, to their acts, attitudes, and modes of everyday behavior . . .I believe that the political significance of the problem of sex is due to the fact that sex is located at the point of intersection of the discipline of the body and the control of the population.” This insight is often reflected in the relationship between literature that deals with the body and the discipline imposed on it by various institutions (whether religious or social) in the form of censorship. One good example of that “ethical” exercise of power versus dramatic literature emerged when Sameh Mahran, a professor at the Cairo Academy of Arts, wrote Al-Marakbi (The Boatman), a play in two acts with an epilogue.

Professing Educational Leadership: Conceptions of Power

2002 ◽  
Vol 12 (6) ◽  
pp. 693-720 ◽  
Author(s):  
C. Cryss Brunner
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
Educational Leadership ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
School Settings ◽  
Educational Leadership Preparation Programs ◽  
The Relationship ◽  
Educational Leadership Preparation

This article focuses on power, its conception, and its enactment during decision making. Its purpose is to lay the groundwork for the intentional infusion into educational leadership preparation programs of classroom experiences that develop, encourage, and support leaders who attend to social justice issues while making decisions related to children. The article begins with a discussion of two modern conceptions of power and a mixed version of the two, followed by an exploration of the relationship between conceptions of power and the enactment of power in decision making. The second part of the article is in the form of a case that has been designed to draw attention to some of the difficulties administrators encounter when they try to understand and use power with others rather than over others. The case study is based on actual events that have occurred in public school settings. The final part of the article contains a self-reflective experience designed to facilitate the exploration of an individual's conceptualization of the term power.

University Students’ Relationship-Based Mentoring in School Settings

2017 ◽  
Vol 62 (8) ◽  
pp. 2271-2291 ◽  
Author(s):  
Abu K. Mboka
Keyword(s):  
University Students ◽  
Healthy Relationships ◽  
Factors Associated ◽  
School Settings ◽  
Student Mentors ◽  
Conventional Content Analysis ◽  
And Behaviors ◽  
Criminal Justice Majors ◽  
The Relationship ◽  
Goals And Objectives

How university students perform the tasks of mentoring, and the kinds of activities that are successful and unsuccessful in relationship-based mentoring interactions when mentors are instructed to “first establish relationships and then use the relationship to promote prosocial thinking and behaviors,” remains an unfamiliar area of youth mentoring. Thus, the purpose of this study is to develop some understanding of steps criminal justice majors took and the behavioral goals and objectives they pursued during their semester-long mentoring interactions with primary, middle, and high school pupils within a local school district. Conventional content analysis methods were used to systematically identify, classify, and code themes and patterns of self-reported activities. Results show that student-mentors overwhelmingly engaged in activities that addressed known risk factors associated with antisocial thinking, attitudes, and behaviors. The results provide insights into the dynamics of this form of mentoring that emphasizes the importance of healthy relationships between protégés and mentors and advance reasons for further investigation of the effectiveness of a relationship-based mentoring approach.

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