Abstract
As a descendant of the Enlightenment, the school is still a vital modern institution, albeit in contemporary post-modern conditions. This article takes a Foucaultian perspective to analyse the power / knowledge and the regimes of truth involved. The arguments is that the power of the school comes from the inertial force of custom, which normalises the school's disciplinary, sanctionary, instructional, and corrective practices. The modern educational project uses disciplinary methods that promote autoidiscipline and auto-regulation. Its instructional processes promote individualist learning, and its rituals turn habituation into internalisation. Consistent with the critical sentiments of a Social Psychology of Education, we propose a comprehensive approach to education and its links to acculturation, instruction, and schooling. We use a critical radical pedagogy and post-structuralist analysis to argue for the need to rethink contemporary education.
Highlights
Ellos que los producen y mantienen, de acuerdo a una knowledge and the regimes of truth involved
We use a de la Educación, proponemos un acercamiento critical radical pedagogy and poststructuralist comprehensivo a la educación y sus poderes vinculados a analysis to argue for the need to rethink contemporary procesos de enculturación, aprendizaje, instrucción y education
Consideramos que una de las posibles propuestas mediante las que se incida en la necesidad de repensar la educación y sus funciones, praxis, discursos, etc., corresponde con los análisis postestructuralistas en educación y otras formas de pensar post estructuralmente sobre la educación, denominadas así, tales como la aplicación de los análisis de Foucault al estudio de la educación y de la escuela como institución de control
Summary
Ellos que los producen y mantienen, de acuerdo a una knowledge and the regimes of truth involved.
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