An analysis of the significance for curriculum theory of the work of Michel Foucault :with particular reference to the concept of power

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An analysis of the significance for curriculum theory of the work of Michel Foucault :with particular reference to the concept of power

Wang, Chia-Ling; (2009) An analysis of the significance for curriculum theory of the work of Michel Foucault :with particular reference to the concept of power. Doctoral thesis , Institute of Education, University of London. Green open access

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Abstract

The aim of this thesis is to draw on the work of Michel Foucault to focus on the field of curriculum theory - with particular reference to his theme of power/knowledge. Several curriculum theorists are indebted to Foucault's thought in developing their own work. The ways in which they use Foucault's work, however, do not accurately reflect his central project. Rather than critiquing curriculum theories themselves or developing my own, alternative theories from a Foucauldian perspective, however, my purpose here is to diagnose how curriculum is studied and how the field of curriculum theory governs itself, in the name of Foucault. To achieve this purpose, I develop three lines of inquiry. First, I review Foucault's reception in curriculum theory and educational policy analysis. I focus specifically on the perspectives of Cleo Cherryholmes, Henry A. Giroux, Thomas S. Popkewitz and Stephen J. Ball. Second, I seek a preliminary understanding of the notion of power/knowledge by directly referring to Foucault's work. Third, I attempt to refine my account of power/knowledge through reference to secondary literature on Foucault. Through exploration of power/knowledge along these three lines, I develop a critique, in light of both Foucault's own account and these secondary interpretations, of the way that Foucault's concept has been used in curriculum theory. This enables an examination of the limitations of their application of Foucault's notion of power/knowledge, seemingly constrained by a dominant understanding of curriculum as the medium through which to understand the oppressive social structure. Instead I seek to outline an idea of curriculum as a practice for inspiring self-transformation. At the end of this thesis, I raise two new issues, to illustrate the ways in which Foucault's notion of power/knowledge can be applied elsewhere in the study of curriculum.

Type:	Thesis (Doctoral)
Title:	An analysis of the significance for curriculum theory of the work of Michel Foucault :with particular reference to the concept of power
Open access status:	An open access version is available from UCL Discovery
Publisher version:	http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl...
Language:	English
Additional information:	Thesis: (PhD) University of London Institute of Education, 2009.
UCL classification:	UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI:	https://discovery.ucl.ac.uk/id/eprint/10019908