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Framing and Analysing Educational Research: A Recent History of Transactions from a Foucauldian Perspective

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A Companion to Research in Education

Abstract

Michel Foucault’s work has had a major impact on the social sciences and a smaller, yet growing impact on studies in education. This chapter traces the influence of his work in scholarship on the internal logics and development of psychology and sociology, to illustrate its significance for understanding the production and effects of subjectivity and modern society, governance and neoliberal forms of accountability, and power and individual freedom, and hence its implications for the framings and recent analysis of research in education on these matters.

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Notes

  1. 1.

    Varela refers to Elias (1978, 1982, 1987) and others.

  2. 2.

    The extent to which this is so would need substantial qualification. Foucault certainly shares an interest in rationality as a form of power with Weber, but is not a methodological individualist in the same way. There is a sense in which Foucault cuts between Weber and Marx, for he would arguably side with neither in the classic debate over whether religion or the economy was the motive force shaping capitalism, in preference for seeing such effects as the outcome of complex mix of discursive (ideal) and extra-discursive (material) forces.

  3. 3.

    Doctoral students I have been associated with have completed theses on psychological and psychiatric concepts and theories as well as neoliberal economic theories and concepts, such as ‘public choice theory’.

  4. 4.

    Kant (1929, A534/B562) says: “There is in man a power of self-determination, independently of any coercion through sensuous impulses”. It was in the sense that it was independent of experience that determined it as autonomous, and it is in this sense that autonomy, for Kant, was tied to a ‘pre-social’, historical and metaphysical conception of the person. For in Kant’s view an individual can reason independently of social and historical locatedness. For both Reich and Levinson, it is not the autonomy of reason in Kant’s sense, but the overall character and course of a life that is “autonomous”. However, neither specifies precisely how ‘critical judgement’ which both continue to see as a hallmark of autonomy is compatible with a heteronomous conception of self (Olssen 2006).

  5. 5.

    In Olssen (2005), I discuss in early part of the paper the different functions and meanings that the concept takes on. These include personal, psychological, medical, ontological/metaphysical, judgmental, and cognitive/rational.

  6. 6.

    On this subject, see Burchell (1996), Lemke (2001), Foucault (1982, 1984, 1991).

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Acknowledgements

This chapter is based upon and constitutes a revision of Chapter 10 of my 2006 book, Michel Foucault: Materialism and Education. Boulder: Paradigm Publishers. The publishers are thanked for its use in this publication.

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  1. Department of Politics, University of Surrey, Surrey, UK

    Mark Olssen

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  1. Faculty of Education, Monash University, Clayton, Victoria, Australia

    Alan D. Reid

  2. Faculty of Education, University of Regina, Regina, Saskatchewan, Canada

    E. Paul Hart

  3. Hamilton Campus, University of Waikato, Hamilton, New Zealand

    Michael A. Peters

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Olssen, M. (2014). Framing and Analysing Educational Research: A Recent History of Transactions from a Foucauldian Perspective. In: Reid, A., Hart, E., Peters, M. (eds) A Companion to Research in Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6809-3_28

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