Foucault as Educator

1. Front Matter

   Pages i-xix

   PDF

2. The Impossibility of Education

   • Stephen J. Ball

   Pages 1-33

3. Education as Critique—‘Un-thinking’ Education

   • Stephen J. Ball

   Pages 35-60

4. Education as the Pedagogy of the Self

   • Stephen J. Ball

   Pages 61-88

This book considers Foucault as educator in three main ways. First, through some consideration of what his work says about education as a social and political practice. That is, education as a form of what Allen (2014) calls benign violence – which operates through mundane, quotidian  disciplinary technologies and expert knowledges which together construct a ‘pedagogical machine’. Second, through an exploration of his ‘method’ as a form of critique. That is, as a way of showing that things are ‘not as necessary as all that’, a way of addressing what is intolerable. This suggests that critique is education of a kind. Third, through a discussion of some of Foucault's later work on subjectivity and in particular on ‘the care of the self’ or what we might call ‘a pedagogy of the self’. Each chapter  introduces and discusses some relevant examples from educational settings to illustrate and enact Foucault’s analytics.

• Benign violence
• Disciplinary institution
• Discipline and Punish
• Genealogy
• Learning under examination
• Normalising truth
• Pedagogy of the self
• Power knowledge
• Psychagogy
• Relations of power
• Social theory
• Subjectivity
• The Archaeology of Knowledge
• The History of Sexuality

• Department of Humanities and Social Sciences, Institute of Education University of London, London, United Kingdom

  Stephen J. Ball

Stephen J Ball is Distinguished Service Professor of Sociology of Education at the University College London, Institute of Education. He was elected Fellow of the British Academy in 2006; and is also Fellow of the Academy of Social Sciences; and Society of Educational Studies, and a Laureate of Kappa Delta Phi; he has honorary doctorates from the Universities of Turku (Finland), and Leicester. He is co-founder and Managing Editor of the Journal of Education Policy.

His main areas of interest are in sociologically informed education policy analysis and the relationships between education, education policy and social class. He has written 20 books and had published over 140 journal articles. Recent books: How Schools do Policy (2012), Global Education Inc. (2012), Networks, New Governance and Education (with Carolina Junemann)(2012), and Foucault, Power and Education (2013).

 

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