In this volume, the editors have brought together prominent international contributors to examine the relevance of Foucauldian thought on educational theory, practice and institutional life. The result is a diverse collection that offers broad and engaging analyses of how power and knowledge are configured in the practices and norms of schooling. This text not only provides a critical examination of the significance of Foucauldian thought for education, but also discusses how Foucault's theories are arrayed in the everyday life of schools.

I would like to suggest another way to go further toward a new economy of power relations, a way which is more empirical, more directly related to our present situation, and which implies more relations between theory and practice. It consists of taking the forms of resistance against different forms of power as a starting point. To use another metaphor, t consists of using this resistance as a chemical catalyst so as to bring to light power relations, locate their position, (...) and find out their point of application and the methods used. Rather than analyzing power from the point of view of its internal rationality, it consists of analyzing power relations through the antagonism of strategies.[…]Let us come back to the definition of the exercise of power as a way in which certain actions may structure the field of other possible actions. What, therefore, would be proper to a relationship of power is that it be a mode of action upon actions. That is to say, power relations are rooted deep in the social nexus, not reconstituted "above" society as a supplementary structure whose radical effacement one could perhaps dream of. In any case, to live in a society is to live in such a way that action upon other actions is possible-- and in fact ongoing. A society without power relations can only be an abstraction. Which, be it said in passing, makes all the more politically necessary the analysis of power relations in a given society, their historical formation, the source of their strength or fragility, the conditions which are necessary to transform some or to abolish others. For to say that there cannot be a society without power relations is not to say either that those which are established are necessary or, in any case, that power constitutes a fatality at the heart of societies, such that it cannot be undermined. Instead, I would say that the analysis, elaboration, and bringing into question of power relations and the "agonism" between power relations and the instransitivity of freedom is a permanent political task inherent in all social existence.[…]In effect, between a relationship of power and a strategy of struggle there is a reciprocal appeal, a perpetual linking and a perpetual reversal. At every moment the relationship of power may become a confrontation between two adversaries. Equally, the relationship between adversaries in society may, at every moment, give place to the putting into operation of mechanisms of power. The consequence of this instability is the ability to decipher the same events and the same transformations either from inside the history of struggle or from the standpoint of the power relationships. The interpretations which result will not consist of the same elements of meaning or the same links or the same types of intelligibility, although they refer to the same historical fabric, and each of the two analyses must have reference to the other. In fact, it is precisely the disparities between the two readings which make visible those fundamental phenomena of "domination" which are present in a large number of human societies.Michel Foucault has been teaching at the Collège de France since 1970. His works include Madness and Civilization , The Birth of the Clinic , Discipline and Punish , and History of Sexuality , the first volume of a projected five-volume study. (shrink)

This inquiry is situated at the intersection of two enigmas. The first is the enigma of the status of Kant's practice of critique, which has been the subject of heated debate since shortly after the publication of the first edition of The Critique of Pure Reason. The second enigma is that of Foucault's apparent later 'turn' to Kant, and the label of 'critique', to describe his own theoretical practice. I argue that Kant's practice of 'critique' should be read, after Foucault, (...) as a distinctly modern practice in the care of the self, governed by Kant's famous rubric of the 'primacy of practical reason'. In this way, too, Foucault's later interest in Kant - one which in fact takes up a line present in his work from his complementary thesis on Kant's Anthropology - is cast into distinct relief. Against Habermas and others, I propose that this interest does not represent any 'break' or 'turn' in Foucault's work. In line with Foucault's repeated denials that he was interested after 1976 in a 'return to the ancients', I argue that Foucault's writings on critique represent instead both a deepening theoretical self-consciousness, and part of his project to forge an ethics adequate to the historical present.
. (shrink)

1 Introducing Monsieur Foucault Stephen J. Ball Michel Foucault is an enigma, a massively influential intellectual who steadfastly refused to align himself ...

This volume is a wonderful introduction to Foucault and a testimony to the deep humanity of the man himself.

The centerpiece of the first volume of Michel Foucault’s History of Sexuality is the analysis of what Foucault terms the “repressive hypothesis,” the nearly universal assumption on the part of twentieth-century Westerners that we are the heirs to a Victorian legacy of sexual repression. The supreme irony of this belief, according to Foucault, is that the whole time that we have been announcing and denouncing our repressed, Victorian sexuality, discourses about sexuality have actually proliferated. Paradoxically, as Victorian as we allegedly (...) are, we cannot stop talking about sex. Much of the analysis of the first volume of the History of Sexuality consists in an unmasking and debunking of the repressive hypothesis. This unmasking does not take the simple form of a counter-claim that we are not, in fact, repressed; rather, Foucault contends that understanding sexuality solely or even primarily in terms of repression is inaccurate and misleading. As he said in an interview published in 1983, “it is not a question of denying the existence of repression. It’s one of showing that repression is always a part of a much more complex political strategy regarding sexuality. Things are not merely repressed.”1 Foucault makes this extremely clear in the introduction to the History of Sexuality, Volume 1, when he writes. (shrink)

An examination of the relation between war and politics, by one of the twentieth century’s most influential thinkers From 1971 until 1984 at the College de France, Michel Foucault gave a series of lectures ranging freely and conversationally over the range of his research. In Society Must Be Defended , Foucault deals with the emergence in the early seventeenth century of a new understanding of war as the permanent basis of all institutions of power, a hidden presence within society that (...) could be deciphered by an historical analysis. Tracing this development, Foucault outlines the genealogy of power and knowledge that had become his dominant concern. (shrink)

(1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49. doi: 10.1111/j.1469-5812.1997.tb00526.x.

Over a decade after publication of Thinking Again: Education After Postmodernism (1998) contention still emerges among Foucaultians over whether discursively made‐up things really exist, and whether removal of the constituent subject leaves room for agency within techniques of caring for the self. That these questions are kept alive shows that some readers have not rethought Foucault, finding what possibly comes after postmodernism. Using Wittgenstein to ‘reciprocally illuminate’ Foucault (after Tully and Marshall), I open teacher inspection and reforms to problematization, as (...) relations to bedrock rules governing games of truth. ‘How, upon entering classrooms, do inspectors know “teaching” is taking place and not crazy and fuzzy things in its name?’ Taking up Hirst's vexing question, I move beyond liberal‐analytic concept‐mapping and neo‐liberal individualism to more fully assay the political ground for judging teaching practices through genealogy. Epistemological, political and ethical concerns intersect as we approach the problem through Foucault's three axes of an historical‐ontology of the present: knowledge(s), power relations, and arts of the self. Drawing on recent Governmentality Studies in Education (Peters., 2009), we aver the impasses of postmodern relativism while finding limited ranges of agency along each axis, as teachers practice freedoms by critiquing and renegotiating rules. (shrink)

The 'late' Foucault and his purported 'return to the subject' is a much discussed issue. Over the past twenty years, various suggestions have been made as to how to integrate Foucault's ethics into his oeuvre as a whole. This paper holds that there is a 'conceptual continuity', rather than a break, between Foucault's earlier works on normalizing power, and his later works on ethical self-constitution. On the basis of a conceptual framework, which is developed in Section II, a reading of (...) two themes concerning certain practices of the self is offered in the following sections (namely, dietetics and spiritual guidance). The material, drawn from the recently published lecture series L'herméneutique du sujet as well as from other published works, is related back to Foucault's ideas on the process of 'subjectivation', in order to support the claim that 'fabrication' and 'self-constitution' are but two aspects of subjectivation. Keywords: late Foucault, ethics, practices of the self, self-constitution, discipline, power, surveillance, spiritual guidance, meditation, parrhesia, dietetics, art of living, aesthetics of existence, return of the subject, subjectivation, relation to self. (shrink)

Following Foucault, ‘critique’ could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e‐ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing of ‘experience books’. Thus it appears that such an e‐ducative practice is a ‘dangerous’, public and uncomfortable practice that is not in need (...) of pastoral care but requires generosity, presence and attention. As such it demands a pedagogy of experience which is to be invented in order to ‘make’ oneself into a question, to transgress the limits of a governmental regime. (shrink)