Based on Michel Foucault's 1978 and 1979 lectures at the Collège de France on governmental rationalities and his 1977 interview regarding his work on imprisonment, this volume is the long-awaited sequel to Power/Knowledge.

Writing for a wide audience, Harvey here tells the political-economic story of where neoliberalization came from and how it proliferated on the world stage. He constructs a framework, not only for analyzing the political and economic dangers that now surround us, but also for assessing the prospects for more socially just alternatives.

Comparative Education examines the common problems facing education systems around the world as the result of global economic, social, and cultural forces. Issues related to the governance, financing, provision, processes, and outcomes of education systems for differently situated social groups are described and analyzed in specific regional, national, and local contexts.

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

This paper investigates the role of the lifelong learning discourse in actual governmentality. Starting with a description of the origins of lifelong learning in the discussions about alternative education in the 1960s and 1970s, the current adoption of lifelong learning by the European Union is used to show its critical components. Along with the distinction between formal and informal learning it is demonstrated how lifelong learning attempts to change the field of learning from enclosed environments to a totality of learning (...) events, while at the same time attempting to change the individuals into self‐organizing learners. We show that lifelong learning has a crucial role within the strategies of subjectivation, since its mandate is to provide individuals with the necessary skill‐sets. Finally the methodological prerequisites of the administration of Lifelong Learning are investigated, showing the corresponding developments in the European Union and their contribution to generating a European population. (shrink)

This paper presents an overview of the elements which characterize a research attitude and approach introduced by Michel Foucault and further developed as ‘studies of governmentality’ into a sub‐discipline of the humanities during the past decade, including also applications in the field of education. The paper recalls Foucault's introduction of the notion of ‘governmentality’ and its relation to the ‘mapping of the present’ and sketches briefly the way in which the studies of governmentality have been elaborated in general and in (...) the context of research in education more particularly. It indicates how the studies of governmentality can be related to a cartography of the learning society, a cartography which helps us to get lost and to liberate our view. (shrink)

This paper investigates the role of the lifelong learning discourse in actual governmentality. Starting with a description of the origins of lifelong learning in the discussions about alternative education in the 1960s and 1970s, the current adoption of lifelong learning by the European Union is used to show its critical components. Along with the distinction between formal and informal learning it is demonstrated how lifelong learning attempts to change the field of learning from enclosed environments to a totality of learning (...) events, while at the same time attempting to change the individuals into self‐organizing learners. We show that lifelong learning has a crucial role within the strategies of subjectivation, since its mandate is to provide individuals with the necessary skill‐sets. Finally the methodological prerequisites of the administration of Lifelong Learning are investigated, showing the corresponding developments in the European Union and their contribution to generating a European population. (shrink)

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.

Curriculum Development in the Postmodern Era provided the first introduction and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenged educators to transcend purely traditional approaches to curriculum development and instead incorporate various postmodern discourses into their reflection and action in schools. Since publication in 1995, the curriculum studies field has exploded, the very notion of the postmodern has shifted, and the landscape of American schooling has changed dramatically-federal policies like No Child Left Behind have dramatically (...) increased the focus on accountability and consequently what and how teachers teach. The need to understand curriculum in relation to global religions, ethnic relations, multicultural communities, and socio-political interest groups has been magnified. Controversial issues such as biology, gender roles, academic freedom, religion and prayer in schools, gay straight alliances, GLBT literature in the curriculumstudies is theorized. In this much-anticipated and thoroughly updated edition, noted curriculum studies scholar Patrick Slattery tackles these and other issues to reflect on the current state of curriculum development and on where the field may go from here. (shrink)

_Changing the Subject_ is a classic critique of traditional psychology in which the foundations of critical and feminist psychology are laid down. Pioneering and foundational, it is still _the _groundbreaking text crucial to furthering the new psychology in both teaching and research. Now reissued with a new foreword describing the changes which have taken place over the last few years, _Changing the Subject _will continue to have a significant impact on thinking about psychology and social theory.

This book introduces central assumptions that govern postmodern and feminist theory, offering educators a language to create new ways of conceiving pedagogy and its relationship to social, cultural, and intellectual life. It challenges some of the major categories and practices that have dominated educational theory and practice in the United States and in other countries since the beginning of the twentieth century. Rejecting the apolitical nature of some postmodern discourses and the separatism characteristic of some versions of cultural feminism, the (...) contributors take a political stand rooted in concern with cultural and social justice. In so doing, these essays represent a linguistic shift regarding how we think about ethics, foundationalism, difference, and culture. The selections present a concern with developing a language that is critical of master narratives, racism, sexism, and those technologies of power in schools that subjugate, infantilize, and oppress students. The authors also develop a language of possibility that focuses on analyzing how power can be linked productively to knowledge, how teachers can construct classroom social relations based on notions of equity and justice, how critical pedagogy can contribute to an identity politics that is grounded in democratic relations, and how teachers can develop analyses that enable students to become self-reflective actors as they transform themselves and the conditions of their social existence. (shrink)

This paper presents an overview of the elements which characterize a research attitude and approach introduced by Michel Foucault and further developed as ‘studies of governmentality’ into a sub‐discipline of the humanities during the past decade, including also applications in the field of education. The paper recalls Foucault's introduction of the notion of ‘governmentality’ and its relation to the ‘mapping of the present’ and sketches briefly the way in which the studies of governmentality have been elaborated in general and in (...) the context of research in education more particularly. It indicates how the studies of governmentality can be related to a cartography of the learning society, a cartography which helps us to get lost and to liberate our view. (shrink)