For the past half-century, critical pedagogy has represented perhaps the most influential response to traditional ‘banking’ models of education and the political obedience and social conformity they are purported to engender. Precisely because of its lasting impact, however, it has tended to overshadow other possible visions of the critical political potential of education. In this article, I trace the origins and development of a distinctive yet under-discussed concept in Michel Foucault’s late ethical work – psychagogy – to pursue an alternative (...) depiction of education as a critical political practice. Attending to the origins and meaning of psychagogy in Foucault’s work is valuable, I argue, for two reasons. On the one hand, the concept offers a vision of political education that avoids reproducing problematic juridical binaries – truth and ideology, rationality and irrationality, absolved and condemned – that Foucault believed inhered in Enlightenment-era conceptions of emancipation. On the other hand, it demonstrates how political problems of our present might be rendered workable not only through recourse to the authoritative discourses of experts or collective demands of revolutionaries, but also through exercises in subjectivity formation that are rather more quotidian, experiential, and conditional in nature. (shrink)

Foucault is one of the most widely cited thinkers across social sciences and humanities disciplines today. Foucault’s appeal, and ongoing value, across the disciplines has much to do with the power of his thought and his method to help us see the contingency of practices we take to be inevitable. It is argued in this introductory article that Foucault’s emphasis on contingency is as misunderstood as it is influential. I distinguish two senses of contingency in Foucault. A first sense, widely (...) acknowledged, concerns Foucault’s facility at showing that a taken-for-natural practice is in fact contingently produced. A second sense, widely neglected, concerns the facility of Foucauldian methods for grasping how a given practice was contingently produced. The second sense of contingency opens up possibilities for practical transformation that the former sense of contingency largely leaves to the side. (shrink)