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This book explores the works of Michel Foucault and their relevance for educational theory and practice. Gail McNicol Jardine investigates Foucault's early examinations of the transformation of systems of knowledge as societies change, his in-depth, critical analyses of Knowledge-Power, and his increasingly more explicit examination of the relationship of the Self to acts of Knowledge-Power. Specific themes that are explored from Foucault's work are archeology, genealogy, disciplinary knowledge and power, normality, the gaze, panopticism, the examination, critique and resistance. This primer contains ample references that allow the reader to examine Foucault's own use of these important analytic concepts and tools. This book will be useful in undergraduate and graduate courses in education, critical theory, educational theory, critical pedagogy, philosophy, psychology, and sociology.
About the author
The Author: Gail McNicol Jardine received her Ph.D. in educational contexts from the University of Calgary, where she is currently a Senior Instructor in the Faculty of Education. She is passionate about teaching and about engaging in inquiry and critique of the educational expectations, beliefs and practices she meets in teaching and learning. Her areas of interest include intercultural communication and education ¿ particularly when Aboriginal student teachers are involved ¿ the theory and practice of ecological and interpretive work in education, and environmental ethics.
Report
«In tracing the history of modern institutions the work of Michel Foucault has much to say to those who devote their lives to public service. Gail Jardine has provided us with a perceptive interpretive reading of Foucault, citing many practical examples that will ring true - especially for teachers. This is an important book, full of accessible insights.» (Terrance R. Carson, Department of Secondary Education, University of Alberta)
