Why Michel Foucault in Norwegian Special-Education Research?
This article seeks to identify what impact the works of Michel Foucault have had on special-education research in Norway. We also discuss what his writings may contribute to future research. Foucault’s perspectives are far from dominant in special-education research today. We present research withi...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Scandinavian University Press
2016-03-01
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| Series: | Nordic Journal of Social Research |
| Subjects: | |
| Online Access: | https://journals.hioa.no/index.php/njsr/article/view/2094 |
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| Summary: | This article seeks to identify what impact the works of Michel Foucault have had on special-education research in Norway. We also discuss what his writings may contribute to future research. Foucault’s perspectives are far from dominant in special-education research today. We present research within the relevant social sciences which has been influenced by Foucault and which has had impact on special-education research. We aim to demonstrate that Foucault’s genealogy of ethics may bring new insights and a new critical approach to special-education research. The ethics of inclusion are particularly constructive and productive in both pedagogy and special-education research. In the discussion of Foucault’s relevance in special-education research, we focus on his texts on governmentality to conduct and govern a learner and the ethics of inclusion. The mode of subjectivity highlights the productive nature of disciplinary power – how it names and categorizes learners, the conduct of conduct or how learners govern themselves under education. |
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| ISSN: | 1892-2783 |