Normalizing Foucault? A Rhizomatic Approach to Plateaus in Anglophone Educational Research
Foucault Studies 4:78-119 (2007)
Abstract
This paper offers a rhizomatic reading of Foucault scholarship in anglophone educational research. It delineates unique parameters of an educational field, the conditions of receptivity for Foucault's work, and identifies three temporary plateau-formations that have erupted in educational research. Indebted to (non-formulaic) principles of connectivity and heterogeneity, multiplicity, and asignifying ruptures the analysis brings to notice the recombinatorial attributes of the discipline of education through attention to what is encamped and what seeps in debates over his workLinks
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Citations of this work
A Review of “Why Foucault? New Directions in Educational Research”. [REVIEW]Kevin D. Vinson & Melissa B. Wilson - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 44 (1):83-90.
