Normalizing Foucault? A Rhizomatic Approach to Plateaus in Anglophone Educational Research
Bibliographic Data
| ID | 12947607 |
|---|---|
| Authors | Bernadette Baker (0000-0003-1864-9863, University of Wisconsin–Madison, corresponding author) |
| Year | 2007 |
| Pages | 78-119 |
| Publication date | 2007-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foucault Studies (JOURNAL) |
| Journal identifiers | ISSN: 1832-5203 • E-ISSN: 1832-5203 |
| Publisher | Project MUSE (PUBLISHER • US) |
| DOI | 10.22439/fs.v0i4.895 |
| OpenAlex | W1504595553 |
| Language | EN |
| Citations received | 4 |
| References cited | 6 |
This paper offers a rhizomatic reading of Foucault scholarship in anglophone educational research. It delineates unique parameters of an educational field, the conditions of receptivity for Foucault's work, and identifies three temporary plateau-formations that have erupted in educational research. Indebted to (non-formulaic) principles of connectivity and heterogeneity, multiplicity, and asignifying ruptures the analysis brings to notice the recombinatorial attributes of the discipline of education through attention to what is encamped and what seeps in debates over his work
Educational research · Epistemology · Field (mathematics · Notice · Pedagogy · Political science · Reading (process · Scholarship · Sociology · Work (physics · Educator Training and Historical Pedagogy · Foucault, Power, and Ethics · Global Educational Policies and Reforms · Law · Philosophy
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,29 |
| Citation span | 2012 - 2025 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |