Michel Foucault’s concept of governmentality originated in a lecture series in the late 1970s at the Collège de France and soon became the basis for a range of historical and contemporary studies across the social sciences and humanities. The concept in part rests on a simple but powerful idea that links government to the freedom of the subject in a novel understanding of liberal politics. It also provides an analytics of power based on the examination of actual practices. This is the first collection to use Foucault’s concept in relation to the field of education where it has a natural home given that much educational theory and practice in the liberal tradition at least since Kant has been directed at the goals of autonomy and self-government. The volume has three sections: a general section on Foucault and governmentality with contributions from some of the world’s leading scholars in the area, including Colin Gordon, Jacques Donzelot, and Thomas Lemke; and two sections devoted to governmentality and education, the first outlining Anglo-American perspectives, the second, focusing on European perspectives, with contributions from leading scholars such as Tom Popkewitz, James Marshall, Tom Osborne, Michael Peters, Mark Olssen, Tina Besley, Hermann J. Forneck, Bernadette Baker, Susan Weber, Susanne Maurer, Linda Graham, and Maarten Simons and Jan Masschelein, among many others.
In the 1950s and 1960s school teaching became a university-based profession, and scholars and policy leaders looked to the humanities and social sciences in building an appropriate knowledge base. By the mid-1960s there was talk about a “new” philosophy, history, and sociology of education. Curriculum thinkers such as Joseph Schwab, Dwayne Heubner and Paul Hirst initiated new intellectual projects to supplement applied work in curriculum.
By the 1970s the field was in the process of re-conceptualization, as a new generation of scholars provided deep critical insights into the social, political and cultural dynamics of school experience and templates for renewal of curriculum research and practice.
In this book, 18 leading curriculum scholars since 1970 who remain influential today present the fascinating stories of their lives and important new contributions to the field. They trace their early experiences in teaching and curriculum development, creative directions in their work, mature ideas and perceptions of future directions for the field. Each chapter contains a list of works chosen by the authors as their personal favorites.
Universities, and the societies they serve, suffer from a crisis of meaning: We have fanatically developed our ability to produce knowledge, leaving our ability to craft meaning by the wayside. University graduates often have an abundance of knowledge but lack the wisdom to use it meaningfully. Meanwhile, people inside and outside academia are searching for meaning but are imprisoned in a lexicon of clichés and sound bites that stunts their quest.
In response, Learning for Meaning’s Sake begins with the assertion that higher education in the 21st century should renounce its obsession with job training and knowledge production and should, instead, turn toward questions of meaning. Drawing upon a diverse range of philosophical thought, Learning for Meaning’s Sake offers the vision and philosophical foundation for a new type of higher learning-one that is devoted to the existential questions at the core of human existence.
Rereading the historical record indicates that it is no longer so easy to argue that history is simply prior to its forms. Since the mid-1990s a new wave of research has formed around wider debates in the humanities and social sciences, such as decentering the subject, new analytics of power, reconsideration of one-dimensional time and three-dimensional space, attention to beyond-archival sources, alterity, Otherness, the invisible, and more. In addition, broader and contradictory impulses around the question of the nation - transnational, post-national, proto-national, and neo-national movements—have unearthed a new series of problematics and focused scholarly attention on traveling discourses, national imaginaries, and less formal processes of socialization, bonding, and subjectification. New Curriculum History challenges prior occlusions in the field, building upon and departing from previous waves of scholarship, extending the focus beyond the insularity of public schooling, the traditional framework of the self-contained nation-state, and the psychology of the schooled individual. Drawing on global studies, historical sociology, postcolonial studies, critical race theory, visual culture theory, disability studies, psychoanalytics, Cambridge school structuralisms, poststructuralisms, and infra- and transnational approaches the volume holds together not despite but because of differences and incommensurabilities in rereading historical records.
Teacher Assemblage is a groundbreaking report in the tradition of fieldwork in philosophy, using Michel Foucault’s and Gilles Deleuze’s ideas to better understand how accountability policy affected teachers. The case study examines different vectors of power and demonstrates how teachers interacted with each other, and interacted with their immediate policy environments. This unique book provides readers with grounded insights into Foucault’s and Deleuze’s ideas by paying close attention to the macro- and micro- political worlds of schools as teachers struggle with new forms of performance accountability. The book illustrates ideas of power, politics, and policy with a unique use of surrealist art to illustrate the philosophical ideas at play in the case study. The book will have a wide appeal to teachers, teacher educators, educational researchers, policy and curriculum scholars, art aficionados, and those interested in the thoughts of Michel Foucault and Gilles Deleuze.
We desperately need the dynamic revolution in education that this book offers us, reflecting the new ways of thinking and being on this planet that will permit us to live in peace as a global family even through massive climate changes. Read it and put these ideas into practice as quickly as possible in any ways you can!”
—Elisabet Sahtouris, Evolutionary biologist and futurist, author of EarthDance: Living Systems in Evolution
Faculty, administrators, and others in higher education face growing pressures to position their institutions, programs, and courses in “global markets” and to prepare students for global work and citizenship. These pressures raise urgent questions: What might higher education look like in a globally networked world? Do traditional industrial models of learning suffice, or what new visions for learning are emerging? What does it take to implement and maintain these visions?
To address these questions,
Designing Globally Networked Learning Environments brings together 25 educators from four continents, who share their richly diverse visions for teaching and learning in a globally networked world. What unites these visions is that they break with traditional models of repackaging traditional institutionally bounded courses for online delivery in global markets. Instead, these educators build robust partnerships to design globally networked learning environments that connect students with peers, instructors, and communities across traditional institutional, national, and other boundaries to facilitate the kind of cross-boundary knowledge making that students as professionals and citizens will need to participate in the shaping of an emerging global order and to address the most pressing global problems we face.
The book offers these visions as opportunities for faculty, program directors, administrators, international program experts, instructional designers, faculty development experts, and others in higher education to work together to deliberate, develop, and shape inspiring visions for globally networked learning and to become active participants in the globalization of higher education.
Nowadays, schools face the challenge of creating pedagogical environments that are sensitive to numerous individual backgrounds in order to support students’social and academic success. Urban schools are communities with rich possibilities to learn how to think, feel and act morally. In this task, principals, teachers, parents and students of the schools each have their own voice. All these voices have to be heard in order to build communities with moral sensibilities. This book brings together recent work by international researchers from nine countries in the fields of moral development and citizenship education. The book consists of twelve chapters and it is divided into three parts. While the first part deals with the voices of urban school educators, the second part contains chapters with the focus on students. The third part is about curriculum, programs and practices in schools that contribute to the education of moral sensibilities in the school communities. This book can be used as a textbook in moral and citizenship education or as an updated research report on international research on moral sensibilities.
Environmental Education: Identity, Politics and Citizenship the editors endeavor to present views of environmental educators that focus on issues of identity and subjectivity, and how 'narrated lives’ relate to questions of learning, education, politics, justice, and citizenship. What is distinctive about this collection is that it highlights the views of Latin American scholars alongside those of scholars from Spain, Canada, New Zealand, Taiwan, South Africa, Australia, and U. S. The result is a philosophically nuanced reading of the complexities of environmental education that begins to reshape the landscape in terms of ethics, ontology, epistemology, and politics. The collection bears the stamp of the location of its contributors and strongly reflects an activist, qualitative, and ethnographic orientation that emphasizes the ground for action, the identity of environmental actors, and the contribution that education in all its forms can make to sustainability and the cause of the environment. At the same time, contributors go beyond simple slogans and ideologies to question the accepted truths of this rapidly emerging field.
Cover picture: Edgar González-Gaudiano: Siem Reap, Cambodia, December 2007.