Foucauldian Philosophy and Implications for Educational Research

David Lee Carlson is Professor of Qualitative Inquiry and Curriculum Studies at Arizona State University and has published over ten books and 45 articles. He is a member of the Professors of Curriculum Honorary Society.Nelson M. Rodriguez is Associate Professor of Women’s, Gender, and Sexuality Studies at The College of New Jersey, where he serves as Coordinator of the Sexuality and Queer Studies Program. His scholarship spans the fields of queer and gender studies, Foucault studies, critical pedagogy and cultural studies, and education.

• Chapter 1 Introduction: The Actualitè (David Lee Carlson and Nelson M. Rodriguez) Chapter 2 Lectures on The Will to Know: 1970-1971 (Jonathan Crocker and Francine M. Huckaby) Chapter 3 Lectures on Penal Theories and Institutions, 1971-9172 (Joseph D. Sweet and Zachary S. Laminack) Chapter 4 Lectures on The Punitive Society, 1972-1973 (David Lee Carlson) Chapter 5 Lectures on Psychiatric Power, 1973-1974 (Deborah Britzman, Aziz Güzel, and Sheila Harms) Chapter 6 Lectures on Abnormal, 1974-1975 (Jonathan Kemp) Chapter 7 Lectures on Society Must be Defended, 1975-1976 (Robert Hattam) Chapter 8 Lectures on Security, Territory, Populations, 1977-1978 (Robert J. Helfenbein) Chapter 9 Lectures on The Birth of Biopolitics, 1978-1979 (David Kupferman) Chapter 10 Lectures On the Government of the Living, 1979-1980 (James Salvo and Jasmin Ulmer) Chapter 11 Lectures on Subjectivity and Truth, 1980-1981 (Nelson M. Rodriguez) Chapter 12 Lectures on The Hermeneutics of the Self, 1981-1982 (Michael A. Peters)vChapter 13 Lectures on The Government of Self and Others, 1982-1983 (James Salvo) Chapter 14 Lectures on The Courage of Truth, 1983-1984 (Aaron Kuntz)

This book brings Michel Foucault’ lectures at the Collège de France into conversation with educational inquiry, expanding Foucauldian scholarship beyond his published works. Curated chronologically, each chapter is anchored in a different lecture series, offering historically situated analyses while opening up pressing questions for education. The entire volume moves chapter by chapter through disciplinary power, biopower, governmentality, truth-telling, and the ethical care of the self, asking the overarching question on what this can do for education in the present. This collection invites readers to engage the lectures alongside its chapters, thinking with Foucault to problematize the taken-for-granted practices that structure schools, curricula, and education research. For readers encountering these lectures for the first time and for seasoned Foucauldian scholars, this book is a timely and intellectually compelling contribution that highlights the enduring political significance of educational inquiry today.-Sun Young LeeDavid Lee Carlson & Nelson Rodriguez have done us all a great favor by pulling this collection of essays on Foucault's work together. They astutely observe in their introduction that Foucault does not need another work introducing his ideas to authors. Today Foucault is ubiquitous, even hegemonic, in a way he would never have endorsed. His work is often cited to justify the necessity of historicizing the subjectivity of others, but his work and this insistence is rarely historicized. What we need is a way to see both the necessity of Foucault and the necessity of seeing beyond him. Carlson, Rodriguez, and the authors contributing to this book have provided us with the syllabus for such an engagement. I found myself imagining a seminar where we read Foucault's original works alongside the essays about those works in this book. What a delight that would be. This text will be of great value to instructors who want to teach advanced undergrads and graduate students about Foucault in a generative way.-Jerry Rosiek, Professor and Department Head of Education Studies, University of OregonThe work of Michel Foucault has had an extraordinary influence on fields across the humanities and social sciences, including education and, specifically, on curriculum theory. In the mid-1970s I was introduced to Foucault’s work by my brilliant then doctoral student at the University of Rochester - Peter M. Taubman - whose doctoral dissertation explicates his early work and its significance for gendered curriculum studies. Since then and over the decades I have studied Foucault’s work extensively, concentrating on his later work and as referenced in curriculum theory, such as in the important scholarship of James P. Burns. So it is with a long-standing appreciation for Foucault’s oeuvre that I proclaim the volume David Carlson and Nelson Rodriguez have assembled - this very volume - among the most important books published since Foucault appeared on the North American scene sixty years ago. My congratulations to Professors Carlson and Rodriguez - and to the distinguished contributors - for this invaluable volume.-William F. Pinar, Tetsuo Aoki Professor in Curriculum Studies, The University of British Columbia, Vancouver, CanadaWhat a wonderful idea for a book. Not only do we get a careful exposition of each of Foucault’s College de France lectures, the chapters also use Foucault’s toolbox to interrogate that which we call education. This is a rich resource for students seeking access to Foucauldian ideas and for those wanting to think differently about education. The individual chapters are elegantly written and full of important insights. This collection clearly demonstrates the relevance of Foucault for education research. -Stephen J. Ball, Emeritus Professor of Sociology of Education, University College London