Care of the Self in a Context of Accountability

Datos Bibliográficos

ID23212978
AutoresMichael G Gunzenhauser (0000-0003-1189-046X, University of Pittsburgh, autor de correspondencia)
Año2008
Volumen110
Número10
Páginas2224-2244
Fecha de publicación2008-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeachers College Record The Voice of Scholarship in Education (JOURNAL)
Identificadores de la revistaISSN: 0161-4681 • E-ISSN: 1467-9620
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/016146810811001005
OpenAlexW264055462
IdiomaEN
Citas recibidas3
Referencias citadas26

Background/Context This article is a part of a larger philosophical and empirical project by the author and collaborators to understand the ways in which high-stakes accountability policy fosters normalizing educational practices and concomitant resistance by educators and students. Purpose/Objective/Research Question/Focus of Study In this article, the author explores how Michel Foucault's notion of the “care of the self” might provide a conceptual basis for resistance to the normalizing practices and disciplinary power associated with high-stakes accountability and resulting educational practices. Research Design The author employs a philosophical analysis of key concepts associated with normalization, the care of the self, the educated self, and high-stakes accountability. The article is presented as a philosophical argument. Conclusions/Recommendations The author suggests that to shift attention from limited notions of the self toward expansive and creative possibilities for constituting the self requires clarity on what we mean by the educated self in a context of accountability. It also necessitates a new professional ethics characterized by critical reflection and intersubjective engagement.

Accountability · Context (archaeology) · Pedagogy · Political science · Publication · Publishing · Sociology · Educational Philosophies and Pedagogies · Foucault, Power, and Ethics · Global Educational Policies and Reforms · History · Law · Psychology