Foucault, Power, and Education invites internationally renowned scholar Stephen J. Ball to reflect on the importance and influence of Foucault on his work in educational policy. By focusing on some of the ways Foucault has been placed in relation to educational questions or questions about education, Ball highlights the relationships between Foucault's concepts and methods, and educational research and analysis. An introductory chapter offers a brief explanation of some of Foucault's key concerns, while additional chapters explore ways in which Ball himself has sought to apply Foucault's ideas in addressing contemporary educational issues. In this intensely personal and reflective text, Ball offers an interpretation of his Foucault--That is, his own particular reading of the Foucauldian toolbox. Ideal for courses in education policy and education studies, this valuable teaching resource is essential reading for any education scholar looking for a starting point into the literature and ideas of Foucault.

This book provides an unconventional introduction to core philosophical issues by considering and contrasting two brief and accessible but highly influential and representative philosophical works: Descartes' Meditations on First Philosophy and Michel Foucault's The History of Sexuality: works which, in their respective styles and methods offer the most widely divergent paradigms of philosophizing on questions of epistemology.

Michel Foucault is one of the most important and controversial thinkers of the twentieth century and one of the leading figures in contemporary Western intellectual life and debate. The recent publication of his last lecture courses at the Collège de France (1981-1984), together with the short texts, essays, and interviews from the same period, have sparked new interest in his work, allowing for a new understanding of his philosophical trajectory and challenging several interpretations produced over the last few decades. In this later phase of his thinking, Foucault deepens and expands the course of his preceding works on the genealogy of subjectivity, while at the same time adding a significant ethical and political dimension to it. His focus on the ancient ethics of care of the self and technologies of self-constitution during this period adds important nuances to his previous positions on power, truth, and subjectivity, shedding new light on his philosophical endeavour as a whole and situating his reflections at the centre of current moral debates. Focusing on the last stage of Foucault's thought, this book brings together international scholars to relaunch the critical debate on the significance of Foucault's so-called “ethical turn” and to discuss the ways in which the perspectives offered by Foucault in this period might help us to unravel modernity, giving us the tools to understand and transform our present, ethically and politically.

Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part. With a breadth of international contributors and sites of analysis, this book offers insights into such questions as: What are the effects of lifelong learning policies within socio-political systems of governance? What does lifelong learning do to our understanding of ourselves as citizens? How does lifelong learning act in the regulation and re-ordering of what people do? The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.

Critically explains Michel Foucault's thought: the political implications of each phase of his work, how his thought has been used in the political sphere and the importance of his work for politics today.

The recent debate about biopolitics in International Relations (IR) theory may well prove to be one of the most provocative and rewarding engagements with the concept of power in the history of the discipline. Building on Foucault's arguments concerning the role played by the concept of security in 19th-century liberal government, numerous IR scholars are now arguing for the relevance of his theories of biopolitics and governmentality for understanding the Global War on Terror (GWOT) and broader issues of security and governance in the post 9/11 world. Conversely, others have criticized this idea. Marxist and Communitarian scholars have challenged the notion that the category of biopolitics can be 'scaled' up to the level of international relations with any analytical precision. This edited volume covers these debates in IR with a series of critical engagements with Foucault's own thought and its increasing relevance for understanding international relations in the post 9/11 world. This book was based on a special issue of Global Society.

Michel Foucault is one of the most cited authors in social science. This book discusses one of his most influential concepts: governmentality. Reconstructing its emergence in Foucault's analytics of power, the book explores the theoretical strengths the concept of governmentality offers for political analysis and critique. It highlights the intimate link between neoliberal rationalities and the problem of biopolitics including issues around genetic and reproductive technologies. This book is a useful introduction to Foucault's work on power and governmentality suitable for experts and students alike

This book is designed to serve two purposes. First it provides an introduction to the ideas and works of Michel Foucault. It should be particularly appropriate for education students for whom, in general, Foucault is a shadowy presence. Second, it provides a Foucault based critique of a central plank of Western liberal education, the notion of the autonomous individual or personal autonomy. There are several introductions to Foucault but they tend to be written from a particular theoretical position, or with a particular interest in Foucault's ideas and works. For example Smart (1986) and Poster (1984) exemplify the former, and Dreyfus and Rabinow (1983) the latter. There is no substantial work in education on Foucault, apart from Ball (1990), which is an edited collection of papers by educationalists. The writer started reading Foucault from a position in education which was in the liberal framework, somewhere between Dewey, Freire and Habermas, but with an interest in punishment, authority and power. The book is the outcome of several years of trying to introduce students in education to his ideas and works in an educationally relevant manner. But an introduction, on its own, cannot show this relevance to education. Unless his ideas are put to work, unless they are used as opposed to mentioned in some sphere or area of education, then they may be of little relevance.

Foucault and School Leadership Research illustrates the application of Foucauldian theory to an educational leadership research context, thus staging the ways a researcher negotiates the methodological tensions and contradictions in the conduct of qualitative inquiry within education research. The book draws on an empirical study of a multi-site school collaborative that investigates relations of power within the unfolding network among the various leadership hierarchies in school governance. The book is anchored around a narrative dramatization that the author, Denise Mifsud, crafts from her data, using the dramatic play as a medium to present her research findings so as to show rather than just tell readers about network leadership dynamics. Mifsud's innovative use of dramatization to communicate her findings and analysis serves to problematize the representation of qualitative research, as well as to incorporate researcher interpretation and explicate the intertwining nature of theory and methodology. Through the use of Foucauldian theory, mainly his notions of webs of power, discipline, governmentality, discourse, and subjectification, the research narrative critiques and problematizes traditional understandings of educational leadership. The book focuses on and demonstrates the challenging enterprise of the art of theory application in method by outlining the epistemological, operational and analytical challenges encountered: the application of Foucauldian concepts in education research contexts; the adaptation of methodological and theoretical concerns; in addition to showing how the quality of research outcomes is shaped by social theory.

Adorno, Foucault, and the Critique of the West argues that critical theory continues to offer valuable resources for critique and contestation during this turbulent period in our history. To assess these resources, it examines the work of two of the twentieth century's more prominent social theorists: Theodor W. Adorno and Michel Foucault. Although Adorno was situated squarely in the Marxist tradition that Foucault would occasionally challenge, Cook demonstrates that their critiques of our current predicament are complementary in important respects. Among other things, they converge in their focus on the historical conditions-economic in Adorno and political in Foucault-that gave rise to the racist and authoritarian tendencies that continue to blight the West. But this book will also show that as Adorno and Foucault plumb the economic and political forces that have shaped our identities, they offer remarkably similar answers to the perennial question: What is to be done?