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1.
While previous research has consistently cited education as a high risk profession for negative workplace relationships, there has been little consideration of the impact of workplace bullying for those involved. This paper seeks to address this lacuna through the analysis of 24, in-depth interviews with self-identified victims of workplace bullying who work, or have worked, in primary schools. The study reveals the profound physical, psychological, social, and economic effects of these toxic behaviors upon the interviewees, along with the resistance strategies they employed to help them cope with their experiences. Through a lens of Foucauldian conceptualisation of power, this study explores the broader implications for school organizational culture, as well as for individual teachers and the pupils they teach. 相似文献
2.
Seth Brown 《Sport, Education and Society》2017,22(7):785-798
Coaches and athletes have been increasingly inundated with power related ‘truths’ about their bodies, health and performance as they construct their subjectivities. Over the last couple of decades in New Zealand, schools have initiated elite athlete programmes (EAPs) for a select few students based primarily on their athletic ability and fitness levels. Drawing on Gore's techniques of power, my study investigated how healthism and the cult of the body discourses were (re)produced, negotiated and resisted by coaches and elite athletes and how body pedagogies defined and shaped bodies in two high school EAPs. My analysis suggested that ‘toned and fit’ bodies signified responsible athletes compared to ‘fat’ bodies and that elite athletes disciplined their bodies to overcome pain to remain productive. In both EAPs, power circulated at the micro-level of pedagogical practice to normalise and monitor the athletes’ diet, body weight and shape, and reinforced tensions between prudentialism and hedonism. 相似文献
3.
解读福柯：从“知识考古学”到“系谱学” 总被引：2，自引：0，他引：2
张艳玲 《河北师范大学学报(哲学社会科学版)》2004,27(6):27-31
福柯的知识考古学和系谱学就其含义、基本思想有所不同 :知识考古学重深层结构、重知识 ,系谱学重表面细节、重权力。但二者并无性质差别 ,它们都试图从微观的角度重新考察社会历史 ,都试图打断历史连续性的巨大链条 ,倡导非连续性或断续性 ,非连续性或断续性是福柯思想的核心内容 相似文献
4.
The archive is a cultural institution that creates a framework for the social and collective memory and as such is one of the collection of knowledge institutions that not only preserves and classifies “texts” but uses them to re-create collective memory and sometimes to invent cultural histories. Like all knowledge institutions, the archive is also a construction deeply implicated in knowledge politics or what Foucault calls power/knowledge. In the past the archive has functioned as a central metaphor for the construction of human knowledge in all it is different institutional forms and like the encyclopedia and the camera, the archive produces highly coded representations that make implicit validity claims to the truth and justice of the past. Politically speaking, those who control the archive control the past. In the digital world, the archive is used to describe a machine-readable location as a store for “data” and “information.” Digital technologies radically alter our existing institutions, making access to their embedded knowledge widely available and enable learning and research anytime, anywhere. Data analytics algorithmically can manipulate electorates and entire democracies in new ways, while destabilising the free press. This article asks what digitizing an archive means for collective memory, for the history of institutions and for politics in the Cloud. 相似文献
5.
论福柯的身体政治美学 总被引：1，自引：0，他引：1
曲师 《安庆师范学院学报(社会科学版)》2011,30(2):29-33
18世纪,政治问题和美学问题同时进入西方现代性思想的核心,并构成隐秘的联系。从现代性范畴来分析福柯的身体美学,整个美学史的诞生及发展无不与肉体的话语相关,美学不仅具有解放的力量而且是一种有效的政治领导权模式。从鲍姆加通到康德,美学都隐含着政治因素,关注身体就成为现代性的一个重要原则。福柯的＂身体＂是一种＂政治结构＂,他将身体和身体以外的政治经济学连接起来,身体既是审美的,又是政治的,界限与超越构成了身体与权力亲密无间的张力空间。 相似文献
6.
ABSTRACTMichel Foucault argued that females gradually became integrated into the sphere of medical practices through a process which he termed as a ‘hysterization of women’s bodies’ (Foucault, The History of Sexuality, Volume One: An Introduction, New York: Pantheon Books, 1978, 104). In this article, we draw on Foucault to examine how women’s bodies, exercise and motherhood impacted on the historical development of female football in New Zealand within two time periods (1921 and 1973–1975). Employing his genealogical framework, we analyze newspaper reports, historical documents and conducted in-depth interviews to demonstrate how medical/scientific discourses both constrained and enabled the participation of women in football. We conclude that while medical knowledge was used to publicly disqualify the legitimacy of the female footballer in 1921, and hence her abrupt disappearance from the sporting realm, the absence of such medical knowledge in the early 1970s, combined with societal changes associated with second wave feminism, paved the way for the eventual ‘normalization’ of female football in New Zealand. 相似文献
7.
This paper has two objectives: to explicate the sociotechnical conditions that facilitate critique on social media platforms (specifically: Tumblr); and to operationalize a “working theory” from Foucault’s conceptualization of critique. We analyze resistant practices observed (in ethnographic study) in a Not Safe For Work (NSFW) community on Tumblr, arguing that the potential for critique arises there at the intersection of platform architecture and use cultures. Specifically, we show how critique emerges from shared practices of ethics, most visibly enacted through what we call voluntary vulnerability and paying it forward. This potential for critique is arguably at risk with Tumblr’s recent NSFW ban. 相似文献
8.
This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate. 相似文献
9.
Angela Quartermaine 《International Journal of Research & Method in Education》2017,40(5):541-553
In recent years, counter-terrorism measures have become incorporated into the UK education system, with the latest 2015 Counter-Terrorism and Security Act expanding on previous government policy by making it mandatory for schools to be actively involved with counter-terrorism measures [Clause 21, H.M. Government 2015. Counter-Terrorism and Security Act. London: Crown Copyright, 18]. However, during my research into pupils’ perceptions of terrorism, I discovered that conducting such discussions within the classroom setting were restricted from the outset. These findings are useful in demonstrating the difficulties facing those expected to deliver government policy and highlight how education researchers (and teachers) need to be aware of certain considerations prior to engaging in such sensitive subject matter with young people. This article provides an overview of my findings in this regard and demonstrates the complexities associated with discussing the topic of terrorism, in particular it’s relationship with religion, within schools. By using Foucault’s philosophical insights into power-knowledge [[1975] 1991. Discipline and Punish: The Birth of the Prison. London: Penguin] to analyse this data, I discovered a common trait, which I categorized as ‘the disposition of concern’, that affected and restricted the scope of such discussions. 相似文献
10.
Kathryn Elizabeth Linder 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):443-456
Through an application of Foucauldian theories of power and neoliberalism, this article employs an ascending analysis to identify an embedded neoliberal agenda within the documentary 2 Million Minutes. The author argues that this neoliberal agenda serves to support and maintain notions of international white supremacy as it assumes relationships between whiteness and success, American identity and privilege, and through its definition of the global economy as one in which all students can equally take part. By articulating how the film engages in techniques of biopower through a comparative portrayal of high school students from India, China, and the United States, the author argues that representations of education ‘realities’ should be examined and questioned in order to locate powerful and hidden hegemonies. 相似文献