Date: Mon, 1 Mar 1999 12:40:02 -0500 From: Jude Hollins <jlhollin-AT-mailbox.syr.edu> Subject: Re: Schools and Foucault So, As a doctoral student, I can't help but to press on, given the context and participants. :) Several questions, in light of Thomas Popkewitz's framework: 1. "Reform is a word concerned with the mobilization of publics and with power relations in defining public space." (Popkewitz 1991:p1) 2. "School reform is a history of the changing relations of the nexus of knowledge/power that ties individuals to problems of governance." (Popkewitz 199:p42) 3. "Pedagogy has the dual quality of social regulation and recognition of the socially constructed potential of human capacities." (Popkewitz 1991:p42) Q: How do we understand the role of "research" in the conventional, endlessly Crisis-driven Reform Arena? Are new spaces and Tribunals of Rationality (Latour) emerging? Q: What "publics" are made possible by conventional reform discourse, and what mechanisms come to be "effective" for them? Who/What is excluded? Q: Is there, and will there be a Teaching Profession outside of labor organizing within the existing system? Q: How do we define "democratic" moments and processes, within the overall educational system (including both public/private institutions, and a larger set of medias and reproductive mechanism)? What role does "consensus" formation have? Q: In the US, how do we engage the conversation regarding Equal Opportunity? I am convinced that these questions each involve tensions around "governance," and that further reflection on social epistemology (methodology) is needed. I'm struggling with this... Really hoping for conversation, if not some informal musing, \jude
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