In this essay I propose a new reading of Michel Foucault’s main thesis about biopower and biopolitics. I argue that organisation represents the neglected key to Foucault’s new conceptualisation of power as something that is less political and more organisational. This unique contribution was lost even on his closest interlocutors. Foucault’s work on power had a strong influence on organisation and management theory but interestingly not for the reasons I am proposing. In fact, although theorists in management and organisation studies (...) have emphasised power in relation to discipline, control and subjectivity they have overlooked the transformative meaning of Foucault’s organisation. His work on biopolitics has attracted opposition, too, as evidenced by the controversy sparked by Giorgio Agamben about Foucault’s biopolitics. From Agamben’s critique, it appears that Foucault’s notions of politics and power do not allow a deconstruction of the violence of the concentration camp. However, a critical reading of Primo Levi’s biographical narratives reveals the camp as a place where the prisoners’ability to organise their daily lives secured survival. To make sense of Levi’s revelation, I use John Dewey’s notion of habits as forms of organisation and reconnect it to Foucault’s organisation. A shared understanding of the objective conditions of human activity and experience highlights the similarities between Dewey’s pragmatism and Foucault’s pragmatic metaphysics. In the end, however, Foucault’s metaphysical background has caught up with him, pushing him away from his own most radical proposal that organisation was the new form of power and the new substance of politics. (shrink)

I examine three kinds of criticism directed at philosophical genealogy. I call these substantive, performative, and semantic. I turn my attention to a particular substantive criticism that one may launch against essay two of On the Genealogy of Morals that turns on how Nietzsche answers “the time-crunch problem”. On the surface, there is evidence to suggest that Nietzsche accepts a false scientific theory, namely, Lamarck’s Inheritability Thesis, in order to account for the growth of a new human “organ”—morality. I demonstrate (...) that the passages interpreted by some scholars to prove that Nietzsche is a Lamarckian can be reinterpreted along Darwinian lines. I demonstrate that Nietzsche hits upon the right drivers of phenotypical change in humans, namely, torture and enclosures (e.g., walls of early states), but misinterprets their true impact. Nietzsche believes that these technologies are responsible for producing what I call “culture-serving memory” and the bad conscience by causing emotions that once were expressed outwardly to turn inward causing the “psychological digestion” of the human animal. In reality, however, these mechanisms are conducive to breeding a particular type of individual, namely, one who is docile, by introducing artificial and unconscious selective pressures into the environment of early humans. In showing that Nietzsche’s genealogical account of memory and bad conscience is not underpinned on a false scientific theory and is consistent with Neo-Darwinism, I deflect a potentially fatal blow regarding the veracity of Nietzsche’s genealogies. -/- . (shrink)

PERRON A and HOLMES D. Nursing Inquiry 2011; 18: 191–204Constructing mentally ill inmates: nurses’ discursive practices in correctionsThe concepts of discourse, subjectivity and power allow for innovative explorations in nursing research. Discourse take many different forms and may be maintained, transmitted, even imposed, in various ways. Nursing practice makes possible many discursive spaces where discourses intersect. Using a Foucauldian perspective, were explored the ways in which forensic psychiatric nurses construct the subjectivity of mentally ill inmates. Progress notes and individual interviews (...) constitute discursive spaces within which nurses construct patients’ subjectivities. Progress notes provide a written (and permanent) form of discourse, while interviews set the space for a more fluid and contextual form of discourse. We identified five types of subjectivities – the (in)visible patient, the patient as risk, the deviant patient, the disturbed patient and the disciplined patient. These subjectivities were rooted in various types of discourses circulating in the selected setting. Despite the multiple discursive dimensions of forensic psychiatric nursing, progress notes remain the main formal source of information regarding nursing care even though it is not representative of the care provided nor is it representative of nurses’ complex discursive practices in corrections. (shrink)

In the past 20, years the impact of progressive educational theories have become influential in nurse education particularly in relation to partnership and empowerment between lecturers and students and the development of student autonomy. The introduction of these progressive theories was in response to the criticisms that nurse education was characterized by hierarchical and asymmetrical power relationships between lecturers and students that encouraged rote learning and stifled student autonomy. This article explores how the work of Michel Foucault can be mobilized (...) to think about autonomy in three different yet overlapping ways: as a historical event; as a discursive practice; and as part of an overall strategy to produce a specific student subject position. The implications for educational practice are that, rather than a site where students are empowered, nurse education is both a factory and a laboratory where new subjectivities are continually being constructed. This suggests that empowering practices and disciplinary practices uneasily co‐exist. Critical reflection needs to be directed not only at structural dimensions of power but also on ourselves as students and lecturers by asking a Foucauldian question: How are you interested in autonomy? (shrink)

One of the main influences on Judith Butler‘s thinking has been the work of Michel Foucault. Although this relationship is often commented on, it is rarely discussed in any detail. My thesis makes a contribution in this area. It presents an analysis of Foucault‘s work with the aim of countering Butler‘s representation of his thinking. In the first part of the thesis, I show how Butler initially interprets Foucault‘s project through Nietzschean genealogy, psychoanalysis and Derridean discourse, and how she later (...) develops this interpretation in line with the progress of her own project. In the main part of the thesis, I present an analysis of Foucault‘s thinking in the period from The Archaeology of Knowledge (1969) to The History of Sexuality volume 1 (1976). This analysis focuses on the aspect of his work which has most influenced Butler‘s thinking: namely the notion of a relationship between knowledge, discourse and power. The other issues in his work which Butler addresses—genealogy, the subject, the body, abnormality, and sexuality—are discussed within this framework. I show how, in the early 1970s, Foucault develops the notion of power-knowledge, and sets out a relationship between power-knowledge and discourse which is overlooked by Butler. I argue that Butler interprets Foucaultian power through the notions of repression and social norms, and ignores the concepts of technology and strategy which form a key part of Foucault‘s thinking. I show how, from The Archaeology of Knowledge on, Foucault develops a socio-historical ontology and a genealogy of the subject, both of which are at variance with Butler‘s interpretation of his thinking. (shrink)

An exploration of the governmental policy, prison works, and its attendant recidivism provides the general opening. The 1944 Education Act is then taken as furnishing the medical model of personal handicap and deficiency which informed special education at an early stage. The Warnock Report's attempt to shift considerations to educational grounds is examined with a particular focus upon the ensuing definition of special needs and its legacy in legislation following the 1981 Act to the present. Foucault's concept of normalisation is (...) the basis for analysis of the normative elements in the main features of the national curriculum and testing. This latter together with aspects of the 1988 Education Reform Act are examined with regard to their impact upon special educational needs. The conclusions are that 'education works' and the rediscovery of the medical model of personal deficiency. (shrink)

Foucault and modern medicineModernity as a concept or ideal, resulting from the age of Enlightenment and the French Revolution gave hope of a better future and new possibilities. To be modern means an ‘enlightened’ individual and society, welcoming change and development. In this paper, I will discuss Foucault's analysis (1973) of problematics in medicine in eighteenth century France. Three themes prominent in the text are: ‘the birth of the clinic’, ‘the clinical gaze’ and the power‐knowledge relationship. Three problematics identified in (...) modern medicine by Foucault and which are particularly relevant to twentieth century medicine are: (i) the extension of the clinical gaze from the individual body to the wider population; (ii) the increasing medical intervention and use of technology in fundamental life processes; and (iii) the relationship between society and medicine. I will argue that Foucault's analysis is fraught with ambiguities. It is useful, however, for establishing an explanation for medicine today and for presenting a particular interpretation of modernity. (shrink)

Underlying this article is the conviction that social scientists typically take on board a too restrictive concept of knowledge acquisition. The paper propounds a new concept of knowledge acquisition, one which is self-referential (i.e. which affects one's presuppositions) and which draws upon the unfamiliar to reveal and undercut the familiar. The aim of this paper is twofold. First, it is to show that this concept of knowledge acqui sition is already anticipated by Foucault, that it is a major concern of (...) his, and that it is a common thread throughout his work. Consequently, a new light can be thrown on both Foucault's archaeology and his genealogy: both are directed towards a self-referential form of knowledge, and as such the two periods are shown to have more in common than conventionally assumed. Second (and conversely), the aim of the paper is to elucidate this self-referential type of knowledge by showing how it is used by Foucault. Key Words: archaeology • Foucault • genealogy • history • methodology • Nietzsche • past • philosophy of social sciences • present • structuralism. (shrink)

Pagpectrpes on power, communication and the medical encounter: implications for nursing theory and practice Over the past few decades there has been an increasing push towards ‘nhancing’ communication in the medical encounter, with a focus on moving towards a ‘mutuality’ of patient and health care professional that reduces a perceived ‘power imbalance’ between the two. Doctors in particular have been consmcted as dominating and coercive, either consciously or unconsciously repressing patient's capacity for autonomy. Nurses have typically been represented as less (...) authoritarian in their dealings with patients in their idealized role as caring, kindly and empathetic health professionals. It is therefore often argued that the nurse‐patient relationship is more ‘equal’ and less repressive than the doctor‐patient relationship. This article explores critically these assertions in the context of the Foucauldian perspective on the role of power in the medical encounter, and draws out implications for nursing theory and practice. (shrink)

The work of Paulo Freire, while remaining important to many educators, has been challenged by some postmodernist arguments. In particular, the pursuit of justice becomes difficult, or at least more complicated, when the concept of difference is taken seriously. This paper reconsiders the Freirean commitment to justice in the light of ideas from Young and Pavlich and Ratner, Critical theory, poststructuralism and the social context, Palmerston North: Dunmore Press). How might the work of Paulo Freire accommodate these ideas and what (...) demands do they place on his philosophy? In addressing this question, I focus on three key themes in contemporary debates over pedagogy and justice: the notion that the individual is produced; the significance of difference; and the idea that justice is context dependent and multiple. I argue that given Freire’s emphasis in later publications on the produced and unfinished self and his recognition of the multilayered nature of oppression, Freirean theory continues to have much to offer to these debates. (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)