52.066 - Foucault, Postfoundations, and the Complexities of Contemporary Educational Experiences

Session Type: Paper Session

Abstract

Presentations in this paper session are grounded in Foucault's ideas and their relevance to postfoundational inquiry from a range of interdisciplinary and global perspectives. Each presentation responds to the complexities of contemporary educational experiences and challenges, questions of historical change and equity and the silenced narratives of underrepresented groups as powerful sources for critical research, theoretical reflection, and political activism toward achieving the promise of equity in education. Educational contexts of inequity, marginalization and exclusion persist in the U.S. and around the world necessitating forms of inquiry that trouble accepted notions of what counts as educational research, question traditional understandings of evidence based research and outcomes, and highlight methodological dilemmas and contradictions of research for equity and inclusion.

Sub Unit

• SIG-Foucault and Education

Chair

• Wangari Gichiru, Central Connecticut State University

Papers

• Governmentality, Curriculum Theory, and the Synoptic Text - Jim Burns, Florida International University; Colin D. Green, The George Washington University

• On Dandyism and Care of the Self: A Genealogy of College Exercise - Tim Wells, Arizona State University; David L. Carlson, Arizona State University

• The Matrix Ate My Homework: Accelerationist Aesthetics in an Age of Neoliberal Education - David W. Kupferman, University of Hawaii West Oahu

• "This State Is Racist ...": Policy Problematization and Undocumented Youth Experiences in the New Latino South - Sophia Rodriguez, University of North Carolina - Greensboro; Timothy Monreal, University of South Carolina - Columbia

• Teacher as Student: Biopolitics and Rethinking Teacher Effectiveness - Maria Ferris Greene Wallace, University of Southern Mississippi

• Truth-Telling, Educational Inquiry, and Affirmative Ethical Practice - Aaron M. Kuntz, The University of Alabama