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|Title: ||從Henry A. Giroux對Michel Foucault權力／知識觀的詮釋省思Giroux課程理論的權力／知識|
|Authors: ||王嘉陵(Chia-Ling Wang)|
|Issue Date: ||2018-06-04T03:21:59Z
Abstract: This paper starts from an examination of Giroux's employment of Foucault's concept of power/knowledge. The general thrust of this paper is that curriculum theorists tend to see the notion of power/knowledge from a narrow perspective. I suggest that Giroux has not only a different way of seeing the nature of power/knowledge but also a different value of reason from that of Foucault. Giroux is a monist, but Foucault is a pluralist. Giroux considers power/knowledge on the basis of the tradition of modernity. However, Foucault's thought broadly adopts the postmodernist view. This is the reason why Giroux sees the nature of power as a domination/liberation binary division. Yet Foucault tends to see the exercise of power as plural and dynamic rather than a dichotomy. Their diverse standpoints result in not only different models of power/knowledge but also different approaches to practicing social critique. I portray Giroux's work as being governed by a sovereign truth-a concept of reason as liberating. This reason, in turn, is also a usual and fashionable way from which educators view curriculum theories. Examining Giroux's curriculum theories with pluralism, I attempt to clarify the significance of power/knowledge and to deconstruct Giroux's singular reason curriculum perspective.
|Relation: ||42 pp.53 - 74|
|Appears in Collections:||[應用經濟研究所] 期刊論文|
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