Hey david, in the context of viewing the standardized,
sanitized and sanctified spaces of moral embodiment
such as the common-place space as the school-room
represents, I refer you to my own writting:
The protestant reformation saw, eventually if not
immediately, the 'secularization' of 'christian
charity' (love and hate, i.e., 'grace' and
'punishment', in relation to both their practical
administrations and dialogistics), of fixed-immovable
investments of religious capital (i.e., chantries and
monastaries, in relation to their reconstituted raison
det're), and the privatization of the christiocentric-
monotheistic- universe (whose truch was established in
the domain of cosmography by Copernicus's
heliocentricism), the indivuduation of christs-faith
in the form of 'freedom of conscience' (i.e., in the
context of 'sola fida'). It also bought with it the
birth of a national religoin in which each citizin is
a member of both an visible and invisible community, a
member of one and the same political and spiritual
body. The various sects which emerged in the wake of
the break from the Roman church do not particulary
concern us here, it is simply enough to indicate their
existence, the possibilities of which already begin to
show themselves in the cracks between the 1549 and
1552 'common' prayer books, and the Elizabethian book
of common prayers. Certainly, the problematic rears
its head time and time again, as in the British
parlimentary inquiry into the state of education in
1834, where the possibility of inculcating the
principles of the christian faith independently of any
particular doctrine (the self-evident basis- but no
less unrattled- upon which the church of england
established and maintained itself, all that it
corresponded to, stood for and upheld, and was
idendified with in the process of its becoming),
presented itself, judging by the evidence heard, as
'certainly possible'.
--- David McInerney <borderlands@xxxxxxxxxxxxxxx>
wrote:
> Hi everyone.
>
> I'm wondering if anyone on this list can direct me
> towards foucaultian
> writings on education - either on power or ethics -
> that actually
> discuss, in some sort of concrete sense, the actual
> practices of
> education in schools? I am aware, of course, of the
> passages in
> Discipline and Punish on the school, but every time
> I read a paper on
> Foucault written by someone in Education it seems to
> say very little
> about schooling and classroom practice. The Olssen
> book being one case
> in point, articles by Michael Peters being another -
> regardless of any
> merits they might or might not have as theoretical
> readings of
> Foucault. I'm working on a group research project
> for a Dip.Ed.
> (sucks, I know) and I'm finding that it looks like
> I'm going to have to
> invent the wheel on this. Any suggestions?
>
> David
>
>
> On 01/09/2005, at 11:50 PM, Edward Comstock wrote:
>
> >
> > I'm currently doing my dissertation in Education
> on recent changes in
> > the construction of the student-object in
> education research and
> > policy (increasingly casting the student in
> bio-reductive,
> > specifically neurological, terms). I'm wondering
> if anybody out there
> > can point me to works done on "accountability"
> discourse from a
> > Foucauldian perspective.
> >
> > I realize that accountability discourse is
> usually construed as a
> > form of disciplinary power; I'm interested in
> exploring the new
> > bio-reductive techniques, and the ways they link
> to various
> > discourses, marking extensions and changes to
> disciplinary force.
> > There seems indeed to be an increasing link
> between accountability
> > and this bio-reductivism.
> >
> > Thanks so much,
> Ed_______________________________________________
> > Foucault-L mailing list>
_______________________________________________
> Foucault-L mailing list
____________________________________________________
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sanitized and sanctified spaces of moral embodiment
such as the common-place space as the school-room
represents, I refer you to my own writting:
The protestant reformation saw, eventually if not
immediately, the 'secularization' of 'christian
charity' (love and hate, i.e., 'grace' and
'punishment', in relation to both their practical
administrations and dialogistics), of fixed-immovable
investments of religious capital (i.e., chantries and
monastaries, in relation to their reconstituted raison
det're), and the privatization of the christiocentric-
monotheistic- universe (whose truch was established in
the domain of cosmography by Copernicus's
heliocentricism), the indivuduation of christs-faith
in the form of 'freedom of conscience' (i.e., in the
context of 'sola fida'). It also bought with it the
birth of a national religoin in which each citizin is
a member of both an visible and invisible community, a
member of one and the same political and spiritual
body. The various sects which emerged in the wake of
the break from the Roman church do not particulary
concern us here, it is simply enough to indicate their
existence, the possibilities of which already begin to
show themselves in the cracks between the 1549 and
1552 'common' prayer books, and the Elizabethian book
of common prayers. Certainly, the problematic rears
its head time and time again, as in the British
parlimentary inquiry into the state of education in
1834, where the possibility of inculcating the
principles of the christian faith independently of any
particular doctrine (the self-evident basis- but no
less unrattled- upon which the church of england
established and maintained itself, all that it
corresponded to, stood for and upheld, and was
idendified with in the process of its becoming),
presented itself, judging by the evidence heard, as
'certainly possible'.
--- David McInerney <borderlands@xxxxxxxxxxxxxxx>
wrote:
> Hi everyone.
>
> I'm wondering if anyone on this list can direct me
> towards foucaultian
> writings on education - either on power or ethics -
> that actually
> discuss, in some sort of concrete sense, the actual
> practices of
> education in schools? I am aware, of course, of the
> passages in
> Discipline and Punish on the school, but every time
> I read a paper on
> Foucault written by someone in Education it seems to
> say very little
> about schooling and classroom practice. The Olssen
> book being one case
> in point, articles by Michael Peters being another -
> regardless of any
> merits they might or might not have as theoretical
> readings of
> Foucault. I'm working on a group research project
> for a Dip.Ed.
> (sucks, I know) and I'm finding that it looks like
> I'm going to have to
> invent the wheel on this. Any suggestions?
>
> David
>
>
> On 01/09/2005, at 11:50 PM, Edward Comstock wrote:
>
> >
> > I'm currently doing my dissertation in Education
> on recent changes in
> > the construction of the student-object in
> education research and
> > policy (increasingly casting the student in
> bio-reductive,
> > specifically neurological, terms). I'm wondering
> if anybody out there
> > can point me to works done on "accountability"
> discourse from a
> > Foucauldian perspective.
> >
> > I realize that accountability discourse is
> usually construed as a
> > form of disciplinary power; I'm interested in
> exploring the new
> > bio-reductive techniques, and the ways they link
> to various
> > discourses, marking extensions and changes to
> disciplinary force.
> > There seems indeed to be an increasing link
> between accountability
> > and this bio-reductivism.
> >
> > Thanks so much,
> Ed_______________________________________________
> > Foucault-L mailing list>
_______________________________________________
> Foucault-L mailing list
____________________________________________________
Do you Yahoo!?
The New Yahoo! Movies: Check out the Latest Trailers, Premiere Photos and full Actor Database.
http://au.movies.yahoo.com