Education Commons^™

Educational Administration As A Disciplinary Practice: Appropriating Foucault's View Of Power, Discourse, And Method, Gary L. Anderson, Jaime Grinberg

Department of Educational Foundations Scholarship and Creative Works

This article discusses the relevance of Foucault's work to the field of educational administration. It argues for Foucault's concept of disciplinary practice as a powerful new generative metaphor for the field. A major implication of Foucault's view of power is that educational practices that may appear more democratic, participatory, or progressive may in fact constitute forms of disciplinary power and thus result in more effective technologies of control. The authors argue that regardless of which techniques of administration are used, the effects of disciplinary power cannot be escaped. No educational practices are inherently more empowering than others. They further discuss …

Volume 13, No. 4

Thinking: The Journal of Philosophy for Children

Barnbaum, Deborah. “Why Tamagatchis Are Not Pets.” 41-­43.

Cabrera, Gumercindo. “Philosophy for Children in Guatemala: A Report.” 44­-45.

Davydov V. V. “The Renewal of Education and the Mental Development of School Children.” 5­-7.

Kodrat’ev, Ie. A. “Philosophy and Philosophy for Children.” 20­-22.

Liao, Boqin. “Children’s Preconceptions and Aristotle’s Theory of Kinetics.” 33-­35.

Margolis A. A. “The Philosophy for Children Program.” 2-­4.

Matthews, Gareth. “Thinking in Stories: Lulu and the Flying Babies by Posy Simmonds.” 1.

O’Donaghue, David. “William James, Pragmatism and Philosophical Counseling.” 36­40.

Telegin, M. V. “Fragment from a First­Grade, Philosophy for Children Lesson.” 23­-25.

Telegin, M. V. “Philosophy …

Institutional Support For Diversity In Preservice Teacher Education, Jeremy Price, Linda Valli

Department of Teaching and Learning Scholarship and Creative Works

No abstract provided.

Volume 14, No. 2

Thinking: The Journal of Philosophy for Children

Anthone, Richard. “The Cage: A Prototype of a New Category of Books?” 35­-40.

Dunne, Joseph. “To Begin in Wonder: Children and Philosophy.” 9­-17.

Lagodzka, Anna and Beata Elwich. “Vision and Words: Exercises for Thinking.” 41-­47.

Leeuw, Karel van der. “Review of Cristopher Selter and Harmut Spiegel, Wie Kinder Rechnen [How Children Calculate].” 48­-49.

Lipman, Matthew. “On Children’s Philosophical Style.” 2­-8.

Navarro, Ana Maria Vicuna. “Ethical Education Through Philosophical Discussion.” 23­26.

Ohlsson, Ragnar. “An Early Form of the Community of Inquiry: The Study Circle.” 27­28.

Turgeon, Wendy C. “Metaphysical Horizons of Philosophy for Children: A Survey of Recent Discussions Within the …

Volume 14, No. 1

Thinking: The Journal of Philosophy for Children

Bohm, David. “On Dialogue.” 2-­7.

dePuig, Irene and Eulalia Bosch. “Philosophy and Narration.” 11­-12

Fearnley-­Sander, Mary. “Care and the Force of the Argument in Respecting Difference.” 24-­28.

Freire, Paulo and Donaldo Macedo. “The Importance of the Act of Reading.” 8­-10.

Glaser, Jen. “Thinking Together: “Arendt’s Visiting Imagination and Nussbaum’s Judicial Spectatorship as Models for a Community of Inquiry.” 17­-23.

Kennedy, David. “Reconstructing Childhood.” 29­-37.

Matthews, Gareth. “Thinking in Stories: The King at the Door by Brock Cole.” 1.

Morton, Adam. “Felosophy.” 46-­47.

Phillips, Christopher. “Philosophical Counseling: An Ancient Practice is Being Rejuvenated.” 48­-49.

Reed, Ron. “Philosophy and Children: A Perspective …