Academic power: a Foucaultian commentary on academic critiques of government education policy

Research output: Contribution to journalArticle

Abstract

This paper examines critiques of government education policy reforms affecting initial teacher education and locates them in relation to issues of power and control. Such a contextualisation is facilitated by reference to the ideas of Foucault and discourse analysis. I suggest that academic critiques can be entertained as modes of power in their own right. Academic intellectuals characteristically neglect to enlighten their audience about the implicit intellectual resources which they utilise to construct knowledge claims and truth. My conclusion is that reflection by academics about the nature of their particular discourse would be valuable and contribute to a more open intellectual and policy culture.
Original languageEnglish
Pages (from-to)87-93
Number of pages7
JournalEducation in the North
Volume10
Issue number0
Publication statusPublished - 2002

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intellectual
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knowledge

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abstract = "This paper examines critiques of government education policy reforms affecting initial teacher education and locates them in relation to issues of power and control. Such a contextualisation is facilitated by reference to the ideas of Foucault and discourse analysis. I suggest that academic critiques can be entertained as modes of power in their own right. Academic intellectuals characteristically neglect to enlighten their audience about the implicit intellectual resources which they utilise to construct knowledge claims and truth. My conclusion is that reflection by academics about the nature of their particular discourse would be valuable and contribute to a more open intellectual and policy culture.",
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Academic power : a Foucaultian commentary on academic critiques of government education policy. / Holligan, Christopher.

In: Education in the North, Vol. 10, No. 0, 2002, p. 87-93.

Research output: Contribution to journalArticle

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