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  1. Torsions Within the Same Anxiety? Entification, Apophasis, History.Bernadette Baker - 2008 - Educational Philosophy and Theory 40 (4):471-493.
    In Anglophone educational research in the United States, the name Foucault has been more pointedly celebrated in some subfields such as curriculum studies relative to its more noticeable censorship in subfields such as history of education. This paper illustrates how such differential epistemological politics might be accounted for through reapproaching the challenges to historiography that Histoire de la Folie raised. Through the formalist lens of performative apophasis, and with attention to the dependencies of discourse that characterize narrative prosthesis, this paper (...)
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  • Educational Philosophy and ‘New French Thought’.David R. Cole & Joff P. N. Bradley - 2015 - Educational Philosophy and Theory 47 (10):1006-1008.
  • Ethics, Politics and the Transformative Possibilities of the Self in Hannah Arendt and Michel Foucault.Lenka Ucnik - 2018 - Philosophy and Social Criticism 44 (2):200-225.
    A wave of interest in Hannah Arendt and Michel Foucault as bio-political thinkers was initiated by publication of Giorgio Agamben’s Homo Sacer. The intellectual connection of these two figures is, however, broader than their bio-political considerations. Arendt and Foucault both offer detailed accounts of an ethico-political self. Both Arendt’s and Foucault’s later work explores the meaning of living ethically and politically. By examining the relationship between self, ethics and politics, I suggest there are two general points of convergence in Arendt (...)
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  • Descriptive Inquiry: Care of the Principal Self.Cara E. Furman - 2019 - Ethics and Education 14 (3):298-315.
    ABSTRACTThis paper investigates how principals can be supported in their work as teacher leaders. My focus is on how principals can help teachers respond ethically to classroom challenges. I argue that in aiding teachers, school leaders themselves need support and ongoing development. I turn to the care of the self to conceptually explore ethical self-cultivation. I then argue that a practice, Descriptive Inquiry, serves as a way for principals to care for themselves. To make this argument, I draw on a (...)
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