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(Re)considering Foucault for science education research: considerations of truth, power and governance

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Abstract

This article is a response to Anna Danielsonn, Maria Berge, and Malena Lidar’s paper, “Knowledge and power in the technology classroom: a framework for studying teachers and students in action”, and an appeal to science educators of all epistemological orientations to (re)consider the work of Michel Foucault for research in science education. Although this essay does not come close to outlining the importance of Foucault’s work for science education, it does present a lesser-known side of Foucault as an anti-polemical, realist, modern philosopher interested in the way objective knowledge is entangled with governance in modernity. This latter point is important for science educators, as it is the intersection of objective knowledge and institutional imperatives that characterizes the field(s) of science education. Considering the lack of engagement with philosophy and social theory in science education, this paper offers one of many possible readings of Foucault (we as authors have also published different readings of Foucault) in order to engage crucial questions related to truth, power, governance, discourse, ethics and education.

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Authors and Affiliations

  1. University of Regina, 3737 Wascana Parkway, Regina, SK, S4S 0A2, Canada

    Jesse Bazzul

  2. Australian Catholic University, 250 Victoria Pde, Melbourne, VIC, 3002, Australia

    Lyn Carter

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  1. Jesse Bazzul
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  2. Lyn Carter
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Correspondence to Jesse Bazzul.

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Lead Editor: J. L. Bencze.

This review essay addresses issues raised in Anna Danielsonn, Maria Berge, and Malena Lidar’s paper entitled: Knowledge and power in the technology classroom: a framework for studying teachers and students in action. doi:10.1007/s11422-016-9782-0

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Bazzul, J., Carter, L. (Re)considering Foucault for science education research: considerations of truth, power and governance. Cult Stud of Sci Educ 12, 435–452 (2017). https://doi.org/10.1007/s11422-016-9800-2

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