SciELO - Scientific Electronic Library Online

 
vol.32 número1Learner councillors' perspectives on learner participationDemographic profile and perceived INSET needs of secondary mathematics teachers in Limpopo province índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

Resumo

WOERMANN, Minka. Interpreting Foucault: an evaluation of a Foucauldian critique of education. S. Afr. j. educ. [online]. 2012, vol.32, n.1, pp.111-120. ISSN 2076-3433.

The potential strengths and weaknesses of a Foucauldian critique of education are discussed and evaluated. The article focuses specifically on the value of Foucault's work for critiquing social and political ideologies prevalent in education, which is understood as a societal institution, and hence, as a modern regime of institutional power. In terms of strengths, the ability to raise issues of knowledge, power and contestation that are traditionally ignored in educational theory is addressed. In terms of weaknesses, Foucault's problematic use and understanding of power and his apparent rejection of objective truth are investigated. The critique develops at the hand of influential, but competing, interpretations of Foucault's contribution to the field of education in particular, and philosophy in general. It is argued that these influential readings of Foucault gain traction within specific discourses (such as education), and should thus be subjected to critical scrutiny.

Palavras-chave : critique; education; Foucault; institution; power; truth.

        · texto em Inglês     · Inglês ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons