Foucault Account on Power/Knowledge: Its Implication on Educational Process in Nigeria.

Abstract

The power/knowledge relationship is studied rarely as social factors integrated in research framework. We question the factors that influence knowledge creation underlining the role of power in the development of the child in the classroom, advancement in technological, innovation, and economic stability in the twilight of the 20th century entering the 21st century. The views of Foucault on power and knowledge provides a basis to rethink the whole power and knowledge construct. Using a descriptive approach of the Foucault Power/Knowledge relation in the Nigeria emerging education scenario and Foucault’s lens necessitates the understanding of power not as a social construct between sovereign and individuals but in the politics of everyday life. We offer four analytic strategies: beginning from power and discipline, power and repression, power and knowledge and the use of modern power in technology. The power/knowledge discussion to grow society in general and the Nigerian society. Findings indicates that Power/Knowledge transfer is facilitated through creation of a safe school and work environment that demonstrates positive learning. We recommend using power/knowledge as a tool to relevant pedagogy practice for the learning processes of technology of the self and to provide new knowledge in the learning environments is crucial for understanding of the socially constructed nature of truth and its inscription in knowledge/power relations. Keywords – Education, Pedagogy, Power, Knowledge, Technology of the self, Discipline