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  1. Critiquing the Educational Present: The (Limited) Usefulness to Educational Research of the Foucauldian Approach to Governmentality.Roy Goddard - 2010 - Educational Philosophy and Theory 42 (3):345-360.
    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analytics of power, in its detailed attention to the question of how modern societies are rendered governable, has superseded classical and radical analyses.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 (...)
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  • Education and the Philosophy of the Subject (or Constitution of Self).James Marshall, Michael Peters & Patrick Fitzsimons - 1997 - Educational Philosophy and Theory 29 (1):75-88.
    (1997). Education and the philosophy of the subject (or constitution of self) Educational Philosophy and Theory: Vol. 29, No. 1, pp. v-xi. doi: 10.1111/j.1469-5812.1997.tb00523.x.
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  • The Learning Society and Governmentality: An Introduction.Maarten Simons & Jan Masschelein - 2006 - Educational Philosophy and Theory 38 (4):417–430.
    This paper presents an overview of the elements which characterize a research attitude and approach introduced by Michel Foucault and further developed as ?studies of governmentality? into a sub?discipline of the humanities during the past decade, including also applications in the field of education. The paper recalls Foucault's introduction of the notion of ?governmentality? and its relation to the ?mapping of the present? and sketches briefly the way in which the studies of governmentality have been elaborated in general and in (...)
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  • Education as Liberation: The Politics and Techniques of Lifelong Learning.Bert Lambeir - 2005 - Educational Philosophy and Theory 37 (3):349–355.
    It is taken for granted that the complexity of the information society requires a reorientation of our being in the world. Not surprisingly, the call for lifelong learning and permanent education becomes louder and more intense every day. And while there are various worthwhile initiatives, like alphabetisation courses, the article argues that the discourse of lifelong learning contains at least two difficulties. Firstly, the shift from a knowledge‐based to an information society has revealed a concept of learning with an emphasis (...)
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  • Michel Foucault: Problematising the Individual and Constituting ‘the’ Self.James D. Marshall - 1997 - Educational Philosophy and Theory 29 (1):32-49.
    (1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49. doi: 10.1111/j.1469-5812.1997.tb00526.x.
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  • Testing Resistance: Busno‐Cratic Power, Standardized Tests, and Care of the Self.Cris Mayo - 2005 - Educational Philosophy and Theory 37 (3):357-363.
    I will argue in what follows, following the insights of James Marshall on busno‐cratic power, that resistance to this new power is already well underway, and that this resistance is potentially problematic and potentially transgressive 1. The self is not only a chooser in busno‐cratic land, it is also re‐commodifying itself and in so doing, beginning to struggle at the limits of its commodified situation. I will argue that commodified selves, as much as they are constrained, are also potent sites (...)
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  • What is Philosophy for Children? From an Educational Experiment to Experimental Education.Nancy Vansieleghem - 2014 - Educational Philosophy and Theory 46 (11):1-11.
    Philosophy seems to have gained solid ground in the hearts and minds of educational researchers and practitioners. We critique Philosophy for Children as an experimental programme aimed at improving children’s thinking capacity, by questioning the concept of critique itself. What does it mean when an institutional framework like the school claims to question its own framework, and what is the consequence of such a claim for thinking, in education, philosophy and the child? Implications for the concept of critical thinking follow.
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