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1.
Kathryn Elizabeth Linder 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):443-456
Through an application of Foucauldian theories of power and neoliberalism, this article employs an ascending analysis to identify an embedded neoliberal agenda within the documentary 2 Million Minutes. The author argues that this neoliberal agenda serves to support and maintain notions of international white supremacy as it assumes relationships between whiteness and success, American identity and privilege, and through its definition of the global economy as one in which all students can equally take part. By articulating how the film engages in techniques of biopower through a comparative portrayal of high school students from India, China, and the United States, the author argues that representations of education ‘realities’ should be examined and questioned in order to locate powerful and hidden hegemonies. 相似文献
2.
Ansgar Allen 《British Journal of Sociology of Education》2012,33(5):641-659
This paper argues that, despite the obvious and important differences between high-stakes and low-stakes assessment, there remain important points in common. These manifest themselves at a sociological level, where each tradition of assessment shares a similar disposition towards power. It is argued that both high-stakes and low-stakes assessment, as they are practised in England today, act together in support of a wider regime of power. This regime relies upon the construction of specialised subjectivities, defined by a myopic and self-perpetuating concern with individual progression. 相似文献
3.
《Educational Philosophy and Theory》2012,44(3):300-311
AbstractAs an imprint of Confucian culture, China’s education intersects state governance in making and governing educational subjects as ‘talent’, an official translation of the Chinese term ‘rencai’ (literally, human-talent). Whereas the English word ‘talent’ itself denotes ‘[people with] natural aptitude or skill’, ‘talent’ is currently mobilized in China not only as a globalized discourse that speaks to the most aspired educational subjects for the 21st century but also as a re-invoked cultural notion that relates to Confucian wisdom. Drawing upon Foucault’s biopower hypothesis and Confucian thought, this paper leverages upon China’s unique manipulation of ‘talent’ as certain skills and human subjects, both cultivable through education, to problematize China’s talent making and governing in two dimensions. First, it unpacks the various technologies of power entangled in China’s talent making and governing within its ‘state governance’ paradigm. Second, it unpacks Confucian thought as an archaeological prototype for China’s present talent appeal, meanwhile explicating their divergences in defining ‘human’, ‘talent’, and the human-talent interpellation. In so doing, this paper makes two arguments. First, the linguistic notion of ‘talent’ functions as a Foucauldian apparatus of biopower, making (up) new kinds of people and normalizing a certain population as the objective/object of China’s state governance. Second, CPC’s re-invocation of Confucian talent discourses is more of a rhetorical strategy than an authentic cultural renaissance gesture. 相似文献
4.
Daniel M. Gross 《Quarterly Journal of Speech》2016,102(3):225-244
Michel Foucault’s famous history of the human sciences focused on “the order of things” and in doing so it overwhelmed a rhetorical perspective that can track the arts of moving souls: pedagogy, politics, and psychology. If we revisit Foucault from a rhetorical perspective there are consequences: (1) at the level of architectonic, we rediscover rhetoric’s role at the inception of the human sciences, and (2) at the level of thematic, we can make better sense of rhetorical phenomena such as the sixteenth-/seventeenth-century sacred arts of listening, which feature a “public ear.” Foucault’s late interest in the pastoral picks up this rhetorical thread, although he never was able to revise the disciplinary and biopolitical history implicated therein. This article initiates just such a revision, paying particular attention to historiographic questions, and to recent discussions of biopower that wind up looking very different from this rhetorical perspective. 相似文献
5.
《Educational Philosophy and Theory》2013,45(7):683-702
In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. 相似文献
6.
Louisa Allen 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):443-456
This paper explores ‘the 5 cm rule’, a regulation around student contact discovered during an investigation of the sexual culture of schooling with 16–19-year-olds in New Zealand. Implemented to stem ‘inappropriate and unwanted’ touching, it stipulates that students must maintain a physical distance of 5 cm at all times. It is argued this rule represents a contemporary type of biopower which forms part of the sexual culture of schooling. As a technique of corporeal regulation it is characterised by a ‘loose’ exercise of power, that allows for student resistance while producing subjects’ ‘docility-utility’ (Foucault, 1980). The paper contends that the rule contributes negatively to ‘the sexual culture of schooling’ by constituting student sexuality as ‘unruly’ and ‘problematic’. This stipulation also prescribes a set of gender relations that are inhibitive of mutually negotiated and pleasurable corporeal experience. 相似文献
7.
Kim Young-Hee 《Inter-Asia Cultural Studies》2013,14(3):355-359
Abstract This paper tells a story about miscegenation between US military personnel and Okinawan women from 1945–1952, which includes sexual violence, the establishment of ‘entertainment districts,’ and the emergence of international marriage. Whereas this history has been mobilized by leftists as a truth‐weapon in the struggle for political sovereignty from the US military, this paper takes an explicitly genealogical approach. Drawing on Foucault's work on biopower, this paper shows how Okinawans were transformed into ‘petitioning subject’ – subjects that negotiated the sexual exploitation of their bodies in tandem with the radically changing relationship between their bodies and the territory. 相似文献
8.
Elinor Carmi 《Media History》2015,21(3):313-327
This paper focuses on women who worked at Bell Telephone Company in the USA during 1930s and 1940s as telephone operators, and the training programmes they went through. Transmission of information depended on their actions because they had to facilitate the switchboards, and therefore held a crucial position as part of the communication channel. Thus, Bell felt they should tune their ‘bad’ behaviour which embodied noise in their systems. In order to maintain equilibrium, Bell enmeshed Michel Foucault’s disciplinary and biopower forms of governmentality and developed a hybrid form. This combination was seen in their flagship training programme, A Design for Living, where Bell penetrated operators’ bodies and minds, inside and outside work. When the operators revolted, Bell realised power should be exercised through automated dial machines. This would then become an inspiration for cybernetics who aimed to control communication systems that constructed information’s correct behaviour, and consequently users. 相似文献
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Men can play a significant role in teaching their children about sexuality but fathers’ practices and perceptions in this domain remain under explored. This study presents an Interpretative Phenomenological Analysis of eight fathers’ perceptions and practices in educating their ten-year-old children about physical maturation, reproduction and relationships. A Foucauldian analysis with a focus on governmentality and biopower revealed tensions and contradictions between the fathers’ aspirations and their realities, which appeared to be underpinned by the dynamic, contradictory, shifting, plural nature of fatherhood identities. Whilst fathers wished to adhere to the cultural imperative for father–child emotional closeness, a disparity between their ambitions and their conduct emerged. Care appeared to be a deeply gendered concept for the fathers and despite their aspirations for an intimate relationship with their children, gendered norms for motherhood and fatherhood prevailed resulting in passivity in their role as sexuality educators. The study concludes by arguing that challenges to structures and subcultural contexts, which may deter fathers from fully engaging with their sons and daughters in this aspect of communication are required. 相似文献