29 SES 09, Parallel Paper Session
In this paper, I seek to place Michel Foucault’s theoretical contributions into a dialogue with arts education research at an European and North-American scale. The attempt to take the French philosopher’s methodologies and studies is not new within the educational field. However, even if with a few exceptions, in arts education field it is still rare to take a Foucaultian perspective in research. My concern is how Foucault’s work, and the great range of work unfolded from this plataform, can give art education researchers and art educators tools for critically engage with their objects of study and practices. When I say ‘critical’ I mean a positioning concerned with the issues of power-knowledge and its effects in the production of certain kinds of person. To say that, it is to accept to denaturalize the most familiar and almost unquestionable ways of seeing and acting in art education as a path to salvation. The decentring of the subject is the step to understand art education discursive practices as being inscribed within certain grids of thought that order, organize and give reasonability to limits, frontiers and ways of being. I finish by drawing a space of resistance, connected with the possibility of imagining other ways of thinking and being that make fragile the current relations of power.
DUSSEL, Inès (2009). Foucault and education. In Michael Apple, Stephan Ball and Armando Gandin, The Routledge International Handbook of the Sociology of Education. London and New York: Taylor and Francis Group. FOUCAULT, Michel (1988). Truth, Power, Self. In, Martin, L.H. et al, Technologies of the Self: A Seminar with Michel Foucault. London: Tavistock, pp.9-15. FOUCAULT, Michel (1990). The History of Sexuality I. New York: Vintage Books. POPKEWITZ, Thomas S. (1987). The Formation of the School Subjects. The Struggle for Creating an American Institution. New York: Falmer Press. POPKEWITZ, Thomas S., BRENNAN, Mary (eds.) (1998). Foucault’s challenge. Discourse, knowledge, and power in education. New York and London: Teachers College Press.
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