Why Foucault? New directions in educational research.

Autor/inn/en	Peters, Michael; Besley, Tina; Marshall, James D.; Pongratz, Ludwig; Coelen, Thomas; Wong, James; Kessl, Fabian; Weber, Sandra Maria; Maurer, Susanne; Simons, Maarten; Masschelein, Jan; Wain, Kenneth; Doherty, Robert; Olssen, Mark
Sonst. Personen	Peters, Michael A. (Hrsg.); Besley, Tina (Hrsg.)
Titel	Why Foucault? New directions in educational research. Gefälligkeitsübersetzung: Warum Foucault? Neue Strömungen in der Bildungsforschung.
Quelle	New York u.a.: Lang (2007), VIII, 243 S.Verfügbarkeit
Reihe	Counterpoints. 292
Beigaben	Literaturangaben
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8204-7890-3; 978-0-8204-7890-6
Schlagwörter	Pädagogik; Bildungsforschung; Bildungsgeschichte; Bildungssoziologie; Identitätsbildung; Soziale Beziehung; Bildungspolitik; Macht; Soziale Bewegung; Theorie; Individuum; Foucault, Michel
Abstract	"Why Foucault? provides an analysis of new directions in educational research, focusing on the utilization, application, and development of Michel Foucault's work by drawing on the contributions of leading international scholars in the field. The essays in this collection go beyond the introductory and expository to explore new themes and applications to educational theory, policy, practice, and politics." Forschungsmethode: Theorieanwendung; Theoriebildung; Grundlagenforschung. (Text excerpt, IAB-Doku). Contents: Michael A. Peters, Tina A. C. Besley: Introduction: Why Foucault? New Directions in Educational Research (1-14); James D. Marshall: Michel Foucault: Educational Research as Problematisation (15-28); Ludwig Pongratz: Freedom and Discipline: Transformations in Pedagogic Punishment (29-41); Thomas Coelen: Pedagoy and Self-Concern in Master-Student Relationships in Antiquity (43-53); Tina A. C. Besley: Foucault, Truth-Telling and Technologies of the Self: Confessional Practices of the Self and Schools (55-69); James Wong: Paradox of Capacity and Power: Critical Ontology and the Developmental Model of Childhood (71-89); Fabian Kessl: Social Work as Government - A Power Analytical Perspective (91-99); Susanne Maria Weber: The 'Intrapreneur' and the 'Mother': Strategies of 'Fostering' and 'Developing' the Entrepreneur of the Self in Organizational Development and Affirmative Action (101-123); Susanne Maurer: Thinking Governmentality 'from below': Social Work and Social Movements as (Collective) Actors in Movable/Mobile Orders (125-137); Maarten Simons, Jan Masschelein: Only Love for the Truth Can Save Us: Truth-Telling at the (World)university? (139-161); Kenneth Wain: Foucault: The Ethics of Self-Creation and the Future of Education (163-180); Michael A. Peters: Educational Research: 'Games of Truth' and the Ethics of Subjectivity (181-191); Robert Doherty: Critically Framing Education Policy: Foucault, Discourse and Governmentality (193-204); Mark Olssen: Invoking Democracy: Foucault's Conception (With Insights from Hobbes) (205-226).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2007/3