Literaturnachweis - Detailanzeige
| Autor/in | Qi, Jie |
|---|---|
| Titel | Problematizing the "Taken for Granted" in Educational Issues: Karl Marx, Antonio Gramsci, and Michel Foucault. |
| Quelle | (1997), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational History; Educational Research; Elementary Secondary Education; Higher Education; Marxism; Power Structure; Social Influences; Teaching (Occupation) |
| Abstract | This paper explores how educators would raise different questions about educational issues by using Karl Marx's framework, Antonio Gramsci's conception, and Michel Foucault's notions, respectively. First, the paper compares the historical perspectives of Marx and Foucault. Marx concludes that history is a progressive linear production and that present phenomena are the result of the past. Foucault presumes that history is discontinuous and uncertain. Second, the paper analyzes differences in the notions of power presented by Marx, Gramsci, and Foucault. Marx asserts that power is a core set of conceptions (class domination and a capitalist state) and that the dominant "sovereign power" is structurally defined. Gramsci's notion of power as hegemony developed a new vocabulary for theorists. In contrast to Marxist analysis, Foucault emphasizes that power is not absolute and that "governmentality" is immersed in the modern individual. Third, regarding the issues raised from the field of education, Marxians/Gramscians tend to look at the way in which ideologies shape educational figures, while Foucauldians are more apt to examine how technologies change educational conceptions. Using Foucault's notions of history and power problematizes what has been taken for granted in the field of education and allows an examination of different questions from different perspectives. (Contains 43 references.) (Author/SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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