Critiquing the Educational Present: The (Limited) Usefulness to Educational Research of the Foucauldian Approach to Governmentality

Autor/in	Goddard, Roy
Titel	Critiquing the Educational Present: The (Limited) Usefulness to Educational Research of the Foucauldian Approach to Governmentality
Quelle	In: Educational Philosophy and Theory, 42 (2010) 3, S.345-360 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2008.00456.x
Schlagwörter	Educational Research; Educational Philosophy; Social Change; Democratic Values; Power Structure; Governance; Social Control; Social Action; Political Issues; Social Justice; Educational Theories; Educational Environment; Politics of Education; Social Environment; Educational Principles; Critical Theory + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Bildungsphilosophie; Erziehungsphilosophie; Sozialer Wandel; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Soziale Kontrolle; Soziales Handeln; Politischer Faktor; Soziale Gerechtigkeit; Educational theory; Theory of education; Bildungstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; Bildungsprinzip; Kritische Theorie
Abstract	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analytics of power, in its detailed attention to the question of how modern societies are rendered governable, has superseded classical and radical analyses.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 but that only a critique firmly based in a normative framework aligned to an idea of democratic sociality can aspire to political effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10