Why Michel Foucault in Norwegian Special-Education Research

Bibliographic Data

ID12965809
AuthorsHege Knudsmoen (0000-0003-3945-1717), Eva Simonsen
Year2016
Volume7
Issue0
Publication date2016-03-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueNordic Journal of Social Research (JOURNAL)
Journal identifiersISSN: 1892-2783 • E-ISSN: 1892-2783
PublisherScandinavian University Press (PUBLISHER • NO)
DOI10.15845/njsr.v7i0.901
OpenAlexW2328031009
LanguageEN
References cited20

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

Constructive · Discipline · Educational research · Engineering ethics · Epistemology · Governmentality · Inclusion (mineral · Michel foucault · Norwegian · Pedagogy · Political science · Politics · Power (physics · Relevance (law · Social science · Sociology · Special education · Subjectivity · Children's Rights and Participation · Disability Rights and Representation · Foucault, Power, and Ethics · Law · Philosophy · Political Theology and Sovereignty

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Open DOIOpen Access