foucauldian analysis
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2021 ◽  
Author(s):  
◽  
Daniel Whitaker

<p>Photographic practices and the images they generate play a dominant role in documenting and assessing children’s learning and development in the early childhood education environments of Aotearoa-New Zealand. In the context of pedagogical documentation these visual practices are predominantly enacted through the medium of digital photography, utilized both locally (through assessment documentation) and nationally (through various policy documents). My concerns are in regards to the normalizing and regulatory effects of such visual practices, and how the photographic image is implicated in the construction of particular subjectivities in diverse populations of young children. The revised Aotearoa-New Zealand early childhood curriculum, Te Whāriki (2017a) is the first iteration of the national document to include photographic images and thus presents a timely opportunity to engage with questions concerning this contemporary visual politic.  By means of addressing these concerns I work within a post-structural epistemological framework, drawing methodological insights from the philosophy of Michel Foucault and Gilles Deleuze/Félix Guattari. This Rhizomatic epistemology, inspired by both Deleuzio-Guattarian and Foucauldian scholarship, is an experimental mode of inquiry that acts to illuminate, resist and transgress dominant discursive constructs and the subjectivities they produce. Each chapter of this thesis takes the diffuse realm of photographic practices and processes of subjectivity in the context of education as their impetus, making linkages between texts, concepts and the child subject.  This thesis suggests that an entanglement of both neoliberal and ‘psy’ rationalities are constitutive of particular visual-discursive practices, which mutually serve individualizing ends and construct particular subjectivities at this point in history. These predominant discourses and the subjectivities they are productive of are perceived to be problematic on the grounds that they place burdensome levels of responsibility on the young citizen and act to erode other educational values such as collective responsibility and community. It is further suggested that these predominant discourses are problematic in the sense that they act to foreclose other ways of thinking and being in educational settings to the effect of limiting other possible subject-positions (thought or unthought) that both child and teacher might come to inhabit within these spaces.</p>


2021 ◽  
Author(s):  
◽  
Daniel Whitaker

<p>Photographic practices and the images they generate play a dominant role in documenting and assessing children’s learning and development in the early childhood education environments of Aotearoa-New Zealand. In the context of pedagogical documentation these visual practices are predominantly enacted through the medium of digital photography, utilized both locally (through assessment documentation) and nationally (through various policy documents). My concerns are in regards to the normalizing and regulatory effects of such visual practices, and how the photographic image is implicated in the construction of particular subjectivities in diverse populations of young children. The revised Aotearoa-New Zealand early childhood curriculum, Te Whāriki (2017a) is the first iteration of the national document to include photographic images and thus presents a timely opportunity to engage with questions concerning this contemporary visual politic.  By means of addressing these concerns I work within a post-structural epistemological framework, drawing methodological insights from the philosophy of Michel Foucault and Gilles Deleuze/Félix Guattari. This Rhizomatic epistemology, inspired by both Deleuzio-Guattarian and Foucauldian scholarship, is an experimental mode of inquiry that acts to illuminate, resist and transgress dominant discursive constructs and the subjectivities they produce. Each chapter of this thesis takes the diffuse realm of photographic practices and processes of subjectivity in the context of education as their impetus, making linkages between texts, concepts and the child subject.  This thesis suggests that an entanglement of both neoliberal and ‘psy’ rationalities are constitutive of particular visual-discursive practices, which mutually serve individualizing ends and construct particular subjectivities at this point in history. These predominant discourses and the subjectivities they are productive of are perceived to be problematic on the grounds that they place burdensome levels of responsibility on the young citizen and act to erode other educational values such as collective responsibility and community. It is further suggested that these predominant discourses are problematic in the sense that they act to foreclose other ways of thinking and being in educational settings to the effect of limiting other possible subject-positions (thought or unthought) that both child and teacher might come to inhabit within these spaces.</p>


2021 ◽  
Author(s):  
◽  
Jamie Brian William Kendrick

<p>The purpose of this paper is, first and foremost, to accurately describe how biopower enters IR. It does this because so far IR theorists have inaccurately deployed the concept. Due to the tripartite nature of biopower – sovereign, disciplinary, biopolitical – and idiosyncratic conceptualizations of sovereignty by predominant theorists, a number of disparate conceptualizations of biopower populate the literature, none of which satisfactorily extend Foucauldian analysis into international relations. This paper attempts to remedy this conceptual ambiguity to produce the sorts of insights Foucault was concerned with. Central to my argument is thus a discussion of sovereignty. Notwithstanding Foucault‘s warnings about slavish devotion to his work, I nonetheless maintain that an accurate exposition of biopower in IR necessitates a conceptualization of sovereignty that adheres to Foucault‘s methodological principles. Following a deconstruction of sovereignty that identifies a 'history of practices,‘ I maintain that state sovereignty continues to play a central biopolitical role. From this position, I then argue biopower must enter into international relations in a specific manner. I argue that global, or more accurately, international biopower should be identified according to a genealogical method stemming from the biopolitics of states first elucidated by Foucault. I proceed by investigating how 'domestic‘ mechanisms of security are becoming transnational. My ultimate argument focuses on identifying how processes of biopolitical normalization resonate with international processes, and successfully translates Foucauldian scholarship into IR by extending our understanding of how modern liberal societies are governed by norms. By showing how biopolitical normalization is becoming a transnational phenomenon, I reconceptualize 'global biopower‘ as international biopolitical normalization.</p>


2021 ◽  
Author(s):  
◽  
Jamie Brian William Kendrick

<p>The purpose of this paper is, first and foremost, to accurately describe how biopower enters IR. It does this because so far IR theorists have inaccurately deployed the concept. Due to the tripartite nature of biopower – sovereign, disciplinary, biopolitical – and idiosyncratic conceptualizations of sovereignty by predominant theorists, a number of disparate conceptualizations of biopower populate the literature, none of which satisfactorily extend Foucauldian analysis into international relations. This paper attempts to remedy this conceptual ambiguity to produce the sorts of insights Foucault was concerned with. Central to my argument is thus a discussion of sovereignty. Notwithstanding Foucault‘s warnings about slavish devotion to his work, I nonetheless maintain that an accurate exposition of biopower in IR necessitates a conceptualization of sovereignty that adheres to Foucault‘s methodological principles. Following a deconstruction of sovereignty that identifies a 'history of practices,‘ I maintain that state sovereignty continues to play a central biopolitical role. From this position, I then argue biopower must enter into international relations in a specific manner. I argue that global, or more accurately, international biopower should be identified according to a genealogical method stemming from the biopolitics of states first elucidated by Foucault. I proceed by investigating how 'domestic‘ mechanisms of security are becoming transnational. My ultimate argument focuses on identifying how processes of biopolitical normalization resonate with international processes, and successfully translates Foucauldian scholarship into IR by extending our understanding of how modern liberal societies are governed by norms. By showing how biopolitical normalization is becoming a transnational phenomenon, I reconceptualize 'global biopower‘ as international biopolitical normalization.</p>


2021 ◽  
Author(s):  
◽  
Emma Buchanan

<p>This thesis aims to problematise and denaturalise the current dominant, empowerment infused early childhood education (ece) assessment discourse in Aoteaora New Zealand through a Foucauldian discourse analysis. It addresses a two-part question: How is contemporary ece assessment constructed in New Zealand, and, what is effected by this construction? Texts about contemporary ece assessment in New Zealand written by local ece scholars and practitioners as well as narrative assessment examples drawn from the Ministry of Education (2004) Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars resource provide data for the analysis. The analysis is conducted in procedurally specified as well as open, associative, and playful modes. Contemporary ece assessment in New Zealand is found to be constructed as a new, post-developmental, morally desirable and secular salvation practice that is underpinned by principles of social justice, plurality and diversity. However, a consideration of key discursive truth-objects and their mobilisation within narrative assessments suggests that ece assessment may be implementing a boundless and normalising regime for the government of selves and others, and producing significant regulatory effects for children, teachers and whānau/ family. It is argued that ece assessment, as a technology of government, works to construct self responsible, self optimising, and permanently performing child-subjects. Such norms for self government map closely onto those that are promoted within neoliberal governmentalities. Ece assessment can therefore, at least in part, be understood as both a technique and effect of neoliberal rationalities of government. The ongoing status and dominant construction of ece assessment as an empowering, socially just practice is seen to be problematic. It stifles debate about early childhood spaces, and it is implicated in the constraint of multiple possibilities for the government of selves and others.</p>


2021 ◽  
Author(s):  
◽  
Emma Buchanan

<p>This thesis aims to problematise and denaturalise the current dominant, empowerment infused early childhood education (ece) assessment discourse in Aoteaora New Zealand through a Foucauldian discourse analysis. It addresses a two-part question: How is contemporary ece assessment constructed in New Zealand, and, what is effected by this construction? Texts about contemporary ece assessment in New Zealand written by local ece scholars and practitioners as well as narrative assessment examples drawn from the Ministry of Education (2004) Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars resource provide data for the analysis. The analysis is conducted in procedurally specified as well as open, associative, and playful modes. Contemporary ece assessment in New Zealand is found to be constructed as a new, post-developmental, morally desirable and secular salvation practice that is underpinned by principles of social justice, plurality and diversity. However, a consideration of key discursive truth-objects and their mobilisation within narrative assessments suggests that ece assessment may be implementing a boundless and normalising regime for the government of selves and others, and producing significant regulatory effects for children, teachers and whānau/ family. It is argued that ece assessment, as a technology of government, works to construct self responsible, self optimising, and permanently performing child-subjects. Such norms for self government map closely onto those that are promoted within neoliberal governmentalities. Ece assessment can therefore, at least in part, be understood as both a technique and effect of neoliberal rationalities of government. The ongoing status and dominant construction of ece assessment as an empowering, socially just practice is seen to be problematic. It stifles debate about early childhood spaces, and it is implicated in the constraint of multiple possibilities for the government of selves and others.</p>


2021 ◽  
pp. 1-23
Author(s):  
Vladimir E. Martínez-Bello ◽  
María del Mar Bernabé-Villodre ◽  
Yolanda Cabrera García-Ochoa ◽  
Laura Torrent-Trilles ◽  
Herminia Vega-Perona

Author(s):  
Dominika Czarnecka

Group Pilates classes in commercial fitness gyms are among the most common forms of mindful fitness in Warsaw. The instructors teaching these classes often correct the participant’s posture by touching them. While academic publications often critique fitness as a disciplinary practice, much fewer studies analyse touch understood as one of disciplinary techniques. Similarly, little is known about the experiences of fitness culture participants who encounter instrumental touch during Pilates classes. This qualitative research project analyses how Michel Foucault’s concept of anatomo-political power intersects with instrumental touch applied during Pilates classes to study how touch is used to train fitness bodies and how instructors and other participants of Pilates sessions participate in power relations. The article considers the value of instrumental touch in the context of relations between instructors and their clients.


2021 ◽  
Vol 9 (1) ◽  
pp. 52
Author(s):  
Sulistya Ningtyas

This study explored the practice of power relations and the panopticon as a disciplinary mechanism in Seno Gumira Ajidarma’s Istana Tembok Bolong short story. ‘Istana tembok bolong’ in this literary work refers to a place near a train station that is separated from the outside area by a perforated wall, which turns to be a palace for the lower class of society occupying the space. By using Foucauldian analysis, this study examined the case of ‘selling matches’ as the central issue of the story being discussed. This phenomenon that occurred in Yogyakarta in the 1970s became the media of the manifestation of power over street prostitutes. The results showed that power relations operate as a means to control the body, particularly female bodies. This is because female bodies become commodities as a result of capitalism. However, in a certain situation, these street prostitutes can also hold power in a way how their bodies are enjoyed. Besides, social norms outside the palace function as a panopticon that makes the inhabitants have self-awareness as they feel constantly monitored. Penelitian ini mengeksplorasi praktik relasi kuasa dan panoptikon sebagai mekanisme pendisiplinan dalam cerita pendek Istana Tembok Bolong karya Seno Gumira Ajidarma. ‘Istana tembok bolong’ dalam karya sastra ini merujuk pada sebuah tempat di dekat stasiun kereta api yang terpisahkan dari area luarnya oleh dinding yang berlubang, yang dianggap sebagai istana oleh masyarakat kelas bawah yang menempati ruang tersebut. Dengan menggunakan analisis Foucauldian, penelitian ini melihat fenomena ‘jual korek api’, yang merupakan isu utama dari cerita yang dibahas di sini. Fenomena yang terjadi di Yogyakarta pada tahun 1970-an tersebut menjadi media perwujudan kuasa terhadap pekerja seks jalanan. Hasil penelitian menunjukkan bahwa relasi kuasa beroperasi sebagai alat untuk mengendalikan tubuh, terutama tubuh perempuan. Hal ini karena tubuh perempuan menjadi komoditas sebagai akibat dari kapitalisme. Namun, dalam situasi tertentu, pekerja seks jalanan tersebut juga dapat memegang kekuasaan terkait bagaimana tubuh mereka dinikmati. Selain itu, norma-norma sosial di luar istana berfungsi sebagai panoptikon yang membuat penghuninya memiliki kesadaran diri karena mereka merasa terus-menerus diawasi.


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