Educational Reform and the Problem of Subjectification: Deglobalizing the Global

Session Submission Type: Symposium

Abstract

Upholding competing perspectives as to what is good for the public, we argue, is the acceptance of particular notions of subjectivity; the ideal teacher, student, and citizen. Using Michel Foucault’s notion of subjectivity we consider subjects, what we should be, to be constitutive of what we should know and what we should do. When ‘what we know’ and ‘what we can do’ become public knowledge, they are presented as the resolve to educational challenges and produce limited subjectivities. A goal of this session will be to highlight the complexities, tensions, and contradictions that frame present perspectives and truths concerning educational conduct.

Sub Unit

• SIG-Foucault and Contemporary Theory in Education

Chair

• Thomas S. Popkewitz, University of Wisconsin

Papers

• Unpacking Discourses of Normalizing Taiwanese Teachers in the Era of Globalization - Yi-Chen Lee, University of Wisconsin - Madison

• Becoming Teacher: Teacher Identity Formation in the Turkish Educational Reform Movement - Aysegul Mester, University of Wisconsin - Madison

• Unlocking Educational Audit Culture in Southwest China - Jinting Wu, University of Wisconsin - Madison

• A Fair (Af)fair? On Subjectivities and Stakeholding in Swedish Upper Secondary School Choice - Martin Harling, University of Gothenburg

Discussant

• Maarten Simons, University of Leuven