Judging Teachers: Foucault, Governance and Agency during Education Reforms

Autor/in	Stickney, Jeff A.
Titel	Judging Teachers: Foucault, Governance and Agency during Education Reforms
Quelle	In: Educational Philosophy and Theory, 44 (2012) 6, S.649-662 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2011.00752.x
Schlagwörter	Caring; Postmodernism; Educational Change; Governance; Teaching Methods; Educational Philosophy; Ethics; Politics of Education; Educational Practices; Genealogy; Power Structure; Self Concept; Teacher Attitudes; Criticism + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Postmoderne; Bildungsreform; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Ethik; Bildungspraxis; Ahnenforschung; Genealogie; Selbstkonzept; Lehrerverhalten; Kritik
Abstract	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 "et al.", 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10