Analysing knowledge and power in classrooms
How can we explore how power operates in classrooms, looking at the power teachers hold through...
Read Moreby Anna Danielsson and Heather Mendick | Knowledge, Latest Posts, Pedagogy & Curriculum, Uncategorized | 0
How can we explore how power operates in classrooms, looking at the power teachers hold through...
Read Moreby Rille Raaper | BERA 2016, Foucault, Latest Posts | 0
[This is a blog post based on a forthcoming presentation at the British Education Research...
Read Moreby Denise Mifsud | Foucault, Latest Posts, Method | 0
This carries on from the previous blog post that explored policy reception in terms of...
Read Moreby Rille Raaper | Foucault, Latest Posts | 0
Just published: Raaper, R. (2015). Academic perceptions of higher education assessment processes...
Read Moreby Mark Murphy | Foucault | 0
Book: Derek Hook (2010) Foucault, psychology and the analytics of power (Palgrave Macmillan)...
Read Moreby Mark Murphy | Theory | 2
Thesis Eleven is the most famous of Karl Marx’s Theses on Feuerbach, and goes like this: ...
Read Moreby Mark Murphy | Theory | 1
By way of an introduction to criticisms of Lukes’ theory of power, I shall briefly present another...
Read Moreby Mark Murphy | Uncategorized | 0
It was Steven Lukes’ book Power: a radical view, which added a third dimension onto those provided by Dahl and Bachrach and Baratz. In his book, Lukes sought to address the over-emphasis on behaviour evident in the...
Read Moreby Mark Murphy | Frankfurt School, Theory | 2
Well in terms of modern social theory, quite a lot it seems. I made this point in my recent edited...
Read Moreby Mark Murphy | Theory | 0
One of the most famous definitions of power that exists in social theory is provided by Max Weber,...
Read Moreby Mark Murphy | Theory | 0
An examination of definitions of power provided by the Oxford English Dictionary highlights a...
Read Moreby Mark Murphy | Theory | 0
A first in a series of posts on power (this one based on the classic edited text Power in...
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