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A horizon of freedom: Using Foucault to think differently about education and learning

Ball, SJ; (2019) A horizon of freedom: Using Foucault to think differently about education and learning. Power and Education , 11 (2) pp. 132-144. 10.1177/1757743819838289. Green open access

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Abstract

Building on the work of others, this article sketches out what a Foucauldian ‘education’ might look like in practice, considers some of the challenges, paradoxes and (im)possibilities with which such an ‘education’ would face us, and indicates some of the cherished conceits and reiterated necessities that we must give up if we take seriously the need for an education that fosters an orientation to critique and curiosity. Three elements of Foucault’s ‘philosophical ethos’ that might be translated into educational practices are addressed: first, fostering a learning environment that encourages experimentation; second, enabling the development of an awareness of one’s current condition as defined and constructed by the given culture and historical moment; and, third, encouraging an attitude or disposition to critique – a focus on the production of particular sorts of dispositions that would be valued and fostered. All of this raises issues about ‘the teacher’.

Type: Article
Title: A horizon of freedom: Using Foucault to think differently about education and learning
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/1757743819838289
Publisher version: http://doi.org/10.1177/1757743819838289
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Foucault, self-formation, critique, refusal
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10074255
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