Why Foucault? provides an analysis of new directions in educational research, focusing on the utilization, application, and development of Michel Foucault’s work by drawing on the contributions of leading international scholars in the field. The essays in this collection go beyond the introductory and expository to explore new themes and applications to educational theory, policy, practice, and politics. This book provides truly international coverage, focusing on recent work in English by leading Foucault scholars in the field of education and also on that by Continental thinkers from Germany and Belgium, all of whom have published extensively on Foucault.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2007. 256 pp.
Contents: Michael A. Peters/Tina (A.C.) Besley: Introduction: Why Foucault? New Directions in Educational Research – James
D. Marshall: Michel Foucault: Educational Research as Problematisation – Ludwig Pongratz: Freedom and Discipline: Transformations
in Pedagogic Punishment – Thomas Coelen: Pedagoy and Self-Concern in Master-Student Relationships in Antiquity – Tina
(A.C.) Besley: Foucault, Truth-Telling and Technologies of the Self: Confessional Practices of the Self and Schools – James
Wong: Paradox of Capacity and Power: Critical Ontology and the Developmental Model of Childhood – Fabian Kessl: Social Work
as Government - A Power Analytical Perspective – Susanne Maria Weber: The «Intrapreneur» and the «Mother»: Strategies of «Fostering»
and «Developing» the Entrepreneur of the Self in Organizational Development and Affirmative Action – Susanne Maurer: Thinking
Governmentality ‘from below’: Social Work and Social Movements as (Collective) Actors in Movable/Mobile Orders – Maarten Simons/Jan
Masschelein: Only Love for the Truth Can Save Us: Truth-Telling at the (World)university? – Kenneth Wain: Foucault: The Ethics
of Self-Creation and the Future of Education – Michael A. Peters: Educational Research: ‘Games of Truth’ and the Ethics of
Subjectivity – Robert Doherty: Critically Framing Education Policy: Foucault, Discourse and Governmentality – Mark Olssen:
Invoking Democracy: Foucault’s Conception (With Insights from Hobbes).