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Please use this identifier to cite or link to this item: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/38759

Title: Power/knowledge for educational theory: Stephen Ball and the reception of Foucault
Authors: Chia-Ling Wang
Contributors: 國立臺灣海洋大學:教育研究所
Date: 2011-02
Issue Date: 2016-11-04T05:59:49Z
Publisher: Journal of Philosophy of Education
Abstract: Abstract:This paper explores the significance of the concept of power/knowledge in educational theory. The argument proceeds in two main parts. In the first, I consider aspects of Stephen J. Ball's highly influential work in educational theory. I examine his reception of Foucault's concept of power/knowledge and suggest that there are problems in his adoption of Foucault's thought. These problems arise from the way that he settles interpretations into received ideas. Foucault's thought, I try to show, is not to be seen in a confined way. In the second part, I seek a different reading of Foucault's notion of power/knowledge in order to break with this tendency to confine, referring to the work of Gilles Deleuze. I draw particularly on Deleuze's thought of the outside as a means of manifesting the significance of power/knowledge in relation to processes of subjectification. At the end of the paper, I suggest how educational theory might be reconceived in the light of potencies of power/knowledge that the paper has demonstrated.
Relation: 45(1), pp.141-156
URI: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/38759
Appears in Collections:[教育研究所] 期刊論文

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