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The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of the Twenty‐First Century

Thomas S. Popkewitz, Ulf Olsson & Kenneth Petersson

Educational Philosophy and Theory 38 (4):431–449 (2006)

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Neoliberal Ideologies, Governmentality and the Academy: An examination of accountability through assessment and transparency.Natasha Jankowski & Staci Provezis - 2014 - Educational Philosophy and Theory 46 (5):475-487.details Colleges and universities exist within a political arena where external demands for accountability materialize within a market-driven environment. As a result, government agencies pressure colleges and universities to rely on assessment and transparent reporting to become more market-driven assuming that the competition within the market, led by public choice and institutional selection, will drive improvements in learning and will also self-govern the institutions. This article explores how Foucault informs our conception of neoliberal governmentality through political rationality and technologies of self-governance (...) Download Export citation Bookmark 1 citation
The European 'We': From Citizenship Policy to the Role of Education.Maria Olson - 2011 - Studies in Philosophy and Education 31 (1):77-89.details This article sheds light on the European Union’s policy on citizenship; on the collective dimension of this policy, its ‘we’. It is argued that the inclusive, identity-constituting forces prominent in EU policy on European citizenship serve as a basis for the exclusion of people, which is illustrated by the recent expulsion of Romani from France. Based on a reading of Derrida, the twofold aim of this article is to reformulate the concept of a European citizenship ‘we’ and secondly, to outline (...) Download Export citation Bookmark 1 citation
The key is the individual: Practices of the self, self-help and learning.Dora Lilia Marín-Díaz - 2017 - Educational Philosophy and Theory 49 (7):710-719.details The article analyses the boom of self-help discourses and their relationship with pedagogic discourses, with the purpose of marking the centrality of the individual in the practices of contemporaneous government. Two exercises are important in this analysis of an archaeological genealogical perspective: on the one hand, it comprehends the impact which self-help has in the life of its readers and practitioners, allowing the consolidation and broad diffusion of tools to guide one’s own life and define modes of being within the (...) Download Export citation Bookmark 4 citations
Critiquing the Educational Present: The (limited) usefulness to educational research of the Foucauldian approach to governmentality.Roy Goddard - 2010 - Educational Philosophy and Theory 42 (3):345-360.details The claim may be made that the Foucauldian analytics of power, in its detailed attention to the question of how modern societies are rendered governable, has superseded classical and radical analyses. This paper points to problems occasioned by Foucauldian governmentality's reliance on Foucault's flawed conception of the subject. These problems undermine the ambition of this style of research to outline possibilities for political intervention. It is suggested that educational critique can draw usefully on the scrupulous specificity of Foucauldian governmental analysis (...) Download Export citation Bookmark 4 citations

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