By Anna Danielsson and Heather Mendick How can we explore how power operates in classrooms, looking at the power teachers hold through their social position alongside the flows of power

[This is a blog post based on a forthcoming presentation at the British Education Research Association Conference, taking place in Leeds in September 2016] There is an increasing scholarly concern around

This carries on from the previous blog post that explored policy reception in terms of decentralised neoliberalism and/or masked re-centralisation. Part 2 will now demonstrate borrowing from Foucault’s notions of

Just published: Raaper, R. (2015). Academic perceptions of higher education assessment processes in neoliberal academia. Critical Studies in Education. This is the first paper published from my doctoral research on

Book: Derek Hook (2010) Foucault, psychology and the analytics of power (Palgrave Macmillan) I’d hazard a guess that the work of Foucault tends to be included more on programmes in sociology and

Thesis Eleven is the most famous of Karl Marx’s Theses on Feuerbach, and goes like this:   The philosophers have only interpreted the world in various ways; the point, however,