This essay responds to Frederic Jameson’s Allegory and Ideology by arguing that this book is centrally concerned with the masses. By developing Jameson’s own model of allegorical reading the pressure of the masses on the text is explored. This is demonstrated through a reading of Albert Camus’s The Plague, Jameson’s central example of ‘bad’ allegory. While this novel is ‘bad’ for implying a one-to-one allegory between the plague infection and the occupation of France during World War Two or to the (...) human condition, a reading of the text as biopolitical allegory reveals the complex presence of the masses. Finally, this response considers the ‘immortality’ of the masses as the utopian moment traced within Allegory and Ideology. (shrink)

Michel Foucault's concept of normalisation is taken as a basis to explore the factors involved in the identification of dull, deficient and backward pupils in British Elementary Education between 1870 and 1914. Normalisation consists of the five processes of comparison, differentiation, hierarchisation, homogenisation and exclusion. These processes operate through dividing practices which distribute groups socially and are supported in this work by scientific ideas. In this instance, the norm of the intellect is the basis of the dividing practices. The empirical (...) focus opens with an examination of the main features of Elementary education. It then moves to consider the deliberations of the Royal Commission on the Blind, Deaf and Dumb, etc and those of the Departmental Committee on Defective and Epileptic Children. The analysis concludes with a consideration of the consequences of the Elementary Education Act, 1899, and its effects up until 1914. (shrink)

The analysis undertaken in this paper explores the significance of a central finding from a recent field study of home care case management practice: a notable feature of case management work is the preparation of an orderly, ordered space where care may be offered. However, out of their encounters with an almost endless variety of situations, out of people's diverse narratives of need, case managers seem able to pick out only limited range of recognized needs to which to respond and (...) demonstrate a series of responses themselves equally limited. Though this observation suggests a kind of efficiency that is currently highly valued within healthcare systems, it also underlines the system's inability to engage difference and variability in a meaningful way. This inability or limitation in effectively engaging difference is conceptualized here as, in some sense, a problem, and the nature of this problem is explored through the rhetorical process of problem setting. The central question becomes how might we develop and deploy an orderly and coherent system of care without essentializing people's experiences, without treating these experiences reductively, without, in a Foucaultian frame of reference, allowing what can be understood as similarity or resemblance among clients and situations to be folded back into sameness? As we encounter complexity, variability and difference in practice, how should we treat it? (shrink)

The paper highlights the urgent and radical questions and problems which postmodernism poses for educational studies in general, and the philosophy of education in particular. First, it outlines and interrelates the legacies of modernism in social and cultural theory. Next, it describes the reactionary anti- modernism of the Right, and contrasts this with traditionalism. It is argued that the current political and economic context of education is largely anti-modernist, not traditionalist. The stirrings of radical doubts about modernism are described and (...) contrasted with the antimodernism of the Right. A salient theme to this point is the variety of conceptions of the relationship between knowledge and power. Mature postmodernism is characterised centrally in terms of a reconceptualisation of that relationship. The metamorphosis of the concept of the self in postmodernism is described and related to new problems about ethics and a newly emerging importance for the aesthetic. Finally, the paper argues that while the fundamental issues for philosophy of education are unchanged - problems about instrumentalism and various issues of autonomy - these are radically recast in postmodernism, and present new difficulties. (shrink)

Social ontology is the study of the nature and properties of the social world. It is concerned with analyzing the various entities in the world that arise from social interaction. -/- A prominent topic in social ontology is the analysis of social groups. Do social groups exist at all? If so, what sorts of entities are they, and how are they created? Is a social group distinct from the collection of people who are its members, and if so, how is (...) it different? What sorts of properties do social groups have? Can they have beliefs or intentions? Can they perform actions? And if so, what does it take for a group to believe, intend, or act? -/- Other entities investigated in social ontology include money, corporations, institutions, property, social classes, races, genders, artifacts, artworks, language, and law. It is difficult to delineate a precise scope for the field (see section 2.1). In general, though, the entities explored in social ontology largely overlap with those that social scientists work on. A good deal of the work in social ontology takes place within the social sciences (see sections 5.1–5.8). -/- Social ontology also addresses more basic questions about the nature of the social world. One set of questions pertains to the constituents, or building blocks, of social things in general. For instance, some theories argue that social entities are built out of the psychological states of individual people, while others argue that they are built out of actions, and yet others that they are built out of practices. Still other theories deny that a distinction can even be made between the social and the non-social. -/- A different set of questions pertains to how social categories are constructed or set up. Are social categories and kinds produced by our attitudes? By our language? Are they produced by causal patterns? And is there just one way social categories are set up, or are there many varieties of social construction? -/- The term ‘social ontology’ has only come into wide currency in recent years, but the nature of the social has been a topic of inquiry since ancient Greece. As a whole, the field can be understood as a branch of metaphysics, the general inquiry into the nature of entities. (shrink)

This paper aims to deal with the change of sexual discourse through the rise of a feminist movement in Korea from a constructivist point of view. First, the paper discusses the Confucianism of the Chosun dynasty as an historical background of the issue of sexuality (since Confucianism still has a far-reaching grip and effect on many aspects of everyday life in Korea). Second, it deals with chastity ideology and the double standard of sexuality between men and women as ongoing Confucian (...) sexual discourses. Third, it focuses on three themes: (1) the change from sex for procreation to sex for pleasure, (2) the change from genitally-oriented sexuality to intimacy- or relationship-oriented sexuality, and (3) the change from a woman as a sexual object to a sexual subject as part of the changes of sexual discourses. Fourth, it tries to show clashes and/or alliances between the Confucian and feminist discourses on sexuality, which make up the process of the social construction of sexuality. This shows that sexuality is a socio-historical construction in Korea as elsewhere. (shrink)

Marx's call for a materialism capable of engaging reality as ‘sensuous human activity’ opens a question about the role of representation in relation to data. Images have increasingly been seen as significant forms of data in the history of education. Derrida's theory of the spectre—a variation on the positions established in his earlier works on the trace, the supplement and differance—offers a way of rethinking visual images, their relations with existing discourses of knowledge and with positioned subjects who makes sense. (...) Two early twentieth-century photographs are explored here in relation to ideas derived from Derrida as an exercise in the philosophy of representation. (shrink)

This article explores the affinities and parallels between Foucault's Nietzschean view of history and models of complexity developed in the physical sciences in the twentieth century. It claims that Foucault's rejection of structuralism and Marxism can be explained as a consequence of his own approach which posits a radical ontology whereby the conception of the totality or whole is reconfigured as an always open, relatively borderless system of infinite interconnections, possibilities and developments. His rejection of Hegelianism, as well as of (...) other enlightenment philosophies, can be understood at one level as a direct response to his rejection of the mechanical atomist, and organicist epistemological world views, based upon a Newtonian conception of a closed universe operating upon the basis of a small number of invariable and universal laws, by which all could be predicted and explained. The idea of a fully determined, closed universe is replaced; and in a way parallel to complexity theories, Foucault's own approach emphasises notions such as self‐organisation and dissipative structures; time as an irreversible, existential dimension; a world of finite resources but with infinite possibilities for articulation, or re‐investment; and characterised by the principles of openness, indeterminism, unpredictability, and uncertainty. The implications of Foucault's type of approach are then explored in relation to identity, creativity, and the uniqueness of the person. The article suggests that within a complexity theory approach many of the old conundrums concerning determinism and creativity, social constructionism and uniqueness, can be overcome. (shrink)

This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book Michel Foucault: Personal autonomy and education. After surveying Marshall's writing on the issue I extend Marshall's approach, critically analysing the work of Rob Reich and Meira Levinson, two contemporary philosophers who advocate models of personal autonomy as the basis for a liberal education.

This article draws on Foucault's concept of governmentality to explore how recent political moves to legalise ‘flexibility’ mobilises education authorities to make ‘community’ a technical means of achieving the political objective of schooling the child. I argue that ‘flexibility’ in this sense is a neo‐liberal strategy that shifts relations between the governed and the State. In this way, it transforms the idea of schooling from a State run institution for the purpose of ‘community building’ to a community run institution for (...) the purpose of making parents governable by both instrumentalising and institutionalising individualism through the force of community membership. Rather than a form of liberation from bureaucratic rule, the paper exposes how ‘flexibility’ acts as a normalising strategy that works with difference to entangle parents as community members in the process of schooling the child through the moral obligation of the contract. (shrink)

James D Marshall; Wittgenstein on Rules: implications for authority and discipline in education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May.

abstract Supermax prisons subject inmates to extreme isolation and sensory deprivation for extended periods of time. Crime reduction and retributive arguments in favour of supermax confinement are elaborated. Both types of arguments are shown to falter once the logic of the two approaches to the justification of legal punishment is made clear and evidence about the effects of supermax confinement on inmates is considered. It is also argued that many criminal offenders suffer from defects in their capacities for morally responsible (...) action, lack sufficient opportunities to remain law‐abiding, or are understandably alienated from society and the prison regime. The implications of this more realistic picture of offenders for supermax confinement are then explored briefly. (shrink)

To what extent does the construction of any curriculum framework have to contain axiological assumptions? Educators have been made aware of tacit epistemological assumptions underlying existing curricular frameworks by the continual demands for their revision. Eisner suggested that curriculum policy should be centred around imagination; economic rationalists have suggested that it be made more functional and accountable than traditional university disciplines allow for. Is it possible, as Efland suggests, to combine competing traditional ideologies of education in a complex postmodern pastiche (...) which can nonetheless provide standards of assessment and evaluation without presuming a grand narrative? Brown suggests not. This paper examines the challenge of maintaining principled standards and recognising postmodern relativities, making particular reference to the notion of the sublime and the arts curriculum. (shrink)

To what extent does the construction of any curriculum framework have to contain axiological assumptions? Educators have been made aware of tacit epistemological assumptions underlying existing curricular frameworks by the continual demands for their revision., ) suggested that curriculum policy should be centred around imagination; economic rationalists have suggested that it be made more functional and accountable than traditional university disciplines allow for. Is it possible, as ) suggests, to combine competing traditional ideologies of education in a complex postmodern pastiche (...) which can nonetheless provide standards of assessment and evaluation without presuming a grand narrative? ) suggests not. This paper examines the challenge of maintaining principled standards and recognising postmodern relativities, making particular reference to the notion of the sublime and the arts curriculum. (shrink)

Discourses of public education reform, like that exemplified within the Queensland Government's future vision document, Queensland State Education‐2010 , position schooling as a panacea to pervasive social instability and a means to achieve a new consensus. However, in unravelling the many conflicting statements that conjoin to form education policy and inform related literature , it becomes clear that education reform discourse is polyvalent . Alongside visionary statements that speak of public education as a vehicle for social justice are the visionary (...) or those reflecting neoliberal individualism and a conservative politics. In this paper, it is argued that the latter coagulate to form strategic discursive practices which work to secure dominant relations of power. Further, discussion of the characteristics needed by the ‘ideal’ future citizen of Queensland reflect efforts to ‘tame change through the making of the child’ . The casualties of this vision and the refusal to investigate the pathologies of ‘traditional’ schooling are the children who, for whatever reason, do not conform to the norm of the desired school child as an ‘ideal’ citizen‐in‐the‐making and who become relegated to alternative educational settings. (shrink)

Discourses of public education reform, like that exemplified within the Queensland Government's future vision document, Queensland State Education‐2010 (QSE‐2010), position schooling as a panacea to pervasive social instability and a means to achieve a new consensus. However, in unravelling the many conflicting statements that conjoin to form education policy and inform related literature ( ), it becomes clear that education reform discourse is polyvalent ( ). Alongside visionary statements that speak of public education as a vehicle for social justice are (...) the (re)visionary or those reflecting neoliberal individualism and a conservative politics. In this paper, it is argued that the latter coagulate to form strategic discursive practices which work to (re)secure dominant relations of power. Further, discussion of the characteristics needed by the ‘ideal’ future citizen of Queensland reflect efforts to ‘tame change through the making of the child’ (, p. 201). The casualties of this (re)vision and the refusal to investigate the pathologies of ‘traditional’ schooling are the children who, for whatever reason, do not conform to the norm of the desired school child as an ‘ideal’ citizen‐in‐the‐making and who become relegated to alternative educational settings. (shrink)

This essay describes institutional ethnography as a method of inquiry pioneered by Dorothy E. Smith, and introduces a collection of papers which make distinctive contributions to the development of this novel form of investigation. Institutional ethnography is presented as a research strategy which emerges from Smith's wide-ranging explorations of the problematic of the everyday world. Smith's conception of the everyday world as problematic involves a critical departure from the concepts and procedures of more conventional sociologies. She argues for an alternative (...) sociology which begins with the standpoint of the actor in everyday life, rather than from within a professional sociological discourse aligned with the society's ruling institutions. The familiar sociologies of everyday life do not suffice for this purpose, since they deal with local settings and social worlds, but stop short of examining how these are knitted into broader forms of social organization. In contrast, institutional ethnography examines how the scenes of everyday life are shaped by forms of social organization which cannot be fully grasped from within those scenes. The principal tasks of institutional ethnography include describing the coordination of activities in the everyday world, discovering how ideological accounts define those activities in relation to institutional imperatives, and examining the broader social relations in which local sites of activity are embedded. The four papers which follow demonstrate that specific contributions to institutional ethnography can be made in relation to a wide array of topics, methods, and interests. (shrink)

It is generally accepted that the notion of inclusion derived or evolved from the practices of mainstreaming or integrating students with disabilities into regular schools. Halting the practice of segregating children with disabilities was a progressive social movement. The value of this achievement is not in dispute. However, our charter as scholars and cultural vigilantes is to always look for how we can improve things; to avoid stasis and complacency we must continue to ask, how can we do it better? (...) Thus, we must ask ourselves uncomfortable questions and develop a critical perspective that Foucault characterised as an 'ethic of discomfort' by following the Nietzschean principle where one acts 'counter to our time and thereby on our time... for the benefit of a time to come'. This paper begins with a fundamental question for those participating in inclusive education research and scholarship—when we talk of including, into what do we seek to include? (shrink)

This paper critically engages with the theme of ‘process over product’—a theme that is argued to be increasingly problematised as an influential narrative in the construction and transmission of a philosophy of early education. The importance of producing children of ‘competence’ through appropriate educational processes is associated with assumptions regarding what counts as an appropriate educational journey for children before they reach school age. Drawing upon the work of Michel Foucault, and Jean‐François Lyotard, this paper considers the purpose and tensions (...) of articulating process as more important than product in early childhood. It is argued that the articulation of the child as a particular kind of process‐oriented player leads to an uncritical acceptance of technologies of governing the child. Furthermore, discourse asserting the importance of processes of play reveals a crisis in understanding what it means to be a player, and what the purpose of the process of play might be. Process contributes to a narrow understanding of a performative purpose of play as a processing of information. A role of the educator, this paper argues, is then to critically engage with the transmission of the theme of process. (shrink)

In this paper the authors take up James Marshall's work on the individual and autonomy. Their suggestion is that although the liberal notion of the autonomous individual might give us a standard of reference for the freedom of persons, the liberal tradition also circumscribes that freedom by prescribing it both as an attribute of persons and as a necessity for persons to exercise, in the form of choice, even though the range of choice is in fact limited. Starting from an (...) account of James Marshall and Colin Lankshear's respective work on the nature of the individual, and using Heidegger, Nietzsche, Merleau‐Ponty and others, they reintegrate the individual into society as it were, and finally, search for means of escape from the determinism of ‘governmentality’. Drawing on notions such as ‘technologies of the self’, hysteria and excess, integration of body and mind, individual and environment, subject and object, they describe the difficult, hesitant work of bringing existing parameters of thought and behaviour into consciousness. Some consequences for the relations of teachers and students within the school context are suggested. (shrink)

(2004). ‘Flexible Control’: Towards a conception of personal autonomy for postmodern education. Educational Philosophy and Theory: Vol. 36, No. 1, pp. 3-17.

: Using Judith Butler's notion that bodies are materialized via performances, "resignifying" disability involves a "democratizing contestation" of staircases because they exclude those in wheelchairs. Paleoanthropologist Maxine Sheets-Johnstone shows how consistent bipedal locomotion, together with the knowledge that we will die (upon which mutuality is based), are ingredients of our pan-hominid speciation, not contingent constructions. As axiologically important as contestation is, it forecloses the possibility of achieving a mutuality with others, that is wonderfully possible.

Using Judith Butler's notion that bodies are materialized via performances, “resig-nifying” disability involves a “democratizing contestation” of staircases because they exclude those in wheelchairs. Paleoanthropologist Maxine Sheets-Johnstone shows how consistent bipedal locomotion, together with the knowledge that we will die, are ingredients of our pan-hominid speciation, not contingent constructions. As axiologically important as contestation is, it forecloses the possibility of achieving a mutuality with others that is wonderfully possible.

: Hundreds of thousands of students in introductory human sexuality classes read textbooks whose covert ideology reinforces dominant heteronormative narratives of sexual dimorphism, male hegemony, and heteronormativity. As such, the process of scientific discovery that proposes to provide description of existing sexual practices, identities, and physiologies instead succeeds in cultural prescription. This essay provides a feminist, queer content analysis of such textbooks to illuminate their implicit narratives and provide suggestions for writing more feminist, queer-friendly texts.

Hundreds of thousands of students in introductory human sexuality classes read textbooks whose covert ideology reinforces dominant heteronormative narratives of sexual dimorphism, male hegemony, and heteronormativity. As such, the process of scientific discovery that proposes to provide description of existing sexual practices, identities, and physiohgies instead succeeds in cultural prescription. This essay provides a feminist, queer content analysis of such textbooks to illuminate their implicit narratives and provide suggestions for writing more feminist, queer-friendly texts.

Hundreds of thousands of students in introductory human sexuality classes read textbooks whose covert ideology reinforces dominant heteronormative narratives of sexual dimorphism, male hegemony, and heteronormativity. As such, the process of scientific discovery that proposes to provide description of existing sexual practices, identities, and physiohgies instead succeeds in cultural prescription. This essay provides a feminist, queer content analysis of such textbooks to illuminate their implicit narratives and provide suggestions for writing more feminist, queer-friendly texts.

: Bodies and Pleasures has been characterized as a confessional discourse that manages to subvert confessional practice. Here it is characterized and discussed as an askesis that works to transform confessional practice as it transforms the writer/reader. Two questions emerge through that transformation: (1) How is race (in particular, whiteness) to be lived? (2) What are the possibilities for political subjectivity in the absence of dualism and the intensification of awareness of our normalization?

Bodies and Pleasures has been characterized as a confessional discourse that manages to subvert confessional practice. Here it is characterized and discussed as an askesis that works to transform confessional practice as it transforms the writer/reader. Two questions emerge through that transformation: How is race to be lived? What are the possibilities for political subjectivity in the absence of dualism and the intensification of awareness of our normalization?

: For many years feminists have asserted an "intersection" between sex and race. This paper, drawing heavily on the work of Michel Foucault, offers a genealogical account of the two concepts showing how they developed together and in relation to similar political forces in the eighteenth and nineteenth centuries. Thus it attempts to give a concrete meaning to the claim that sex and race are intersecting phenomena.

For many years feminists have asserted an "intersection" between sex and race. This paper, drawing heavily on the work of Michel Foucault, offers a genealogical account of the two concepts showing how they developed together and in relation to similar political forces in the eighteenth and nineteenth centuries. Thus it attempts to give a concrete meaning to the claim that sex and race are intersecting phenomena.

: Even as feminist analyses have contributed in important ways to discussions of how gender is raced and race is gendered, there has been little in the way of comparative analysis of the specific mechanisms that are at work in the production of each. Feder argues that in Michel Foucault's analytics of power we find tools to understand the reproduction of whiteness as a complex interaction of distinctive expressions of power associated with these categories of difference.

The cry that advanced machines will come to dominate human beings resounds from the time of the Luddites up to the current consternation by the chief scientist of Sun Microsystems, Bill Joy. My theme is a twist on this fear: self-deselection, the possibility that humans will voluntarily combine their own bodies with technological additions to the point where it could reasonably be said that our species has been replaced by another kind of entity, a hybrid of human and radical enhancement, (...) whether that enhancement stems from genetic alteration or the affixing of robotic parts. The paper discusses why this danger exists, focusing mainly on perilous psychological and cultural tendencies (though the amazing rate of technological change and its likely course are discussed). It then proceeds with arguments as to why such deselection is a kind of suicide and why this suicide would be a bad thing in the context of early twenty-first- century society. In the last section, ecofeminist theory is employed to generate a therapeutic ethic of social and political relationship that contrasts with a patriarchal model of dominative control through aggressive science. (shrink)

The cry that advanced machines will come to dominate human beings resounds from the time of the Luddites up to the current consternation by the chief scientist of Sun Microsystems, Bill Joy. My theme is a twist on this fear: self-deselection, the possibility that humans will voluntarily combine their own bodies with technological additions to the point where it could reasonably be said that our species has been replaced by another kind of entity, a hybrid of human and radical enhancement, (...) whether that enhancement stems from genetic alteration or the affixing of robotic parts. The paper discusses why this danger exists, focusing mainly on perilous psychological and cultural tendencies (though the amazing rate of technological change and its likely course are discussed). It then proceeds with arguments as to why such deselection is a kind of suicide and why this suicide would be a bad thing in the context of early twenty-firstcentury society. In the last section, ecofeminist theory is employed to generate a therapeutic ethic of social and political relationship that contrasts with a patriarchal model of dominative control through aggressive science. (shrink)

This paper focuses on evaluating Odera Oruka’s role as an expert witness in customary law for the Luo community during the Nairobi, Kenya-based trial in 1987 to decide on the place of the burial of S.M. Otieno. During that trial, an understanding of Luo burial and widow guardianship (ter) practices was essential. Odera Oruka described the practices carefully and defended them against misunderstanding and stereotype. He revisited related topics in several delivered papers, published articles, and even interviews and columns in (...) the Kenyan newspapers. The paper will raise the questions: How does Odera Oruka’s role as expert on Luo customs fit in with his sage philosophy project? In his testimony at the trial and subsequent public addresses and published work, does he accomplish two important goals, the first being defending African traditions against prejudice and anti-African bias, and secondly, does he champion reform of traditions when reform is needed? And, can Odera Oruka’s participation in the famous trial avoid seeming ethnic chauvinism and marginalization of women? My conclusion is that he achieves the first goal, but some problems remain in the achievement of the other goals. While he often asserted the need to evaluate traditions and to jettison those that have become unhelpful, in this context he evaluated traditions so strongly that the need for evaluation and possible change was muted. (shrink)

Due to the domain characteristics of business ethics, a contractarian theory for business ethics will need to be essentially different from the contract model as it is applied to other domains. Much of the current criticism of contractarian business ethics (CBE) can be traced back to autonomy, one of its three boundary conditions. After explaining why autonomy is so important, this article considers the notion carefully vis à vis the contracting partners in the contractarian approaches in business ethics. Autonomy is (...) too demanding a condition for the realm of CBE. But a less stringent version of the contract may be possible, a version which uses the contract as a heuristic device, which merely requires moral responsibility. Furthermore, it is argued that views of (human) agency and the moral subject should be made explicit in such a theory. (shrink)