Against school
An Epistemological Critique
Bibliographic Data
| ID | 2920428 |
|---|---|
| Authors | Stephen Ball (0000-0001-7446-4201, Institute of Education, University College London, London, UK, corresponding author), Jordi Collet-Sabé (0000-0001-8526-9997, Faculty of Education, Universitat de Vic – UCC, Barcelona, Spain) |
| Year | 2022 |
| Volume | 43 |
| Issue | 6 |
| Pages | 985-999 |
| Publication date | 2022-11-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2021.1947780 |
| OpenAlex | W3185040414 |
| Language | EN |
| Citations received | 53 |
| References cited | 40 |
The paper argues that the modern school is an ‘intolerable’ institution.11 We refer to the modern school in Foucault’s sense of modernity as an attitude and a power/knowledge regime. That is, a form of power that developed since the sixteenth century, drawing on and expanding an older technique of ‘pastoral’ power that has it’s origins in Christian institutions (Foucault, 1982 Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 777–795.[Crossref], [Web of Science ®] , [Google Scholar], p. 782). Contrary to the sensibilities of educational research that look for more and/or better schooling as a way of making education more equal and more inclusive, our position is against the modern European school as an institution of normalisation within which equality and inclusion are impossible. Foucault’s strategy of reversal is used as a means of subversion to argue for an end to schooling. Concretely the paper highlights the epistemic fundamentals of the modern school and in particular the dynamics of normalisation related to the universal and the production of inequalities and isolated individuals. The paper asserts the need to be ‘against’ rather than ‘for’ the school and the abandonment of the ‘redemptive perspective’. Over and against this, we propose the need to think education differently and apart from the school in order to open up other educations, and specifically education as an ethical activity, an exploration of limits, and a politics of the self
Abandonment (legal) · Epistemology · Inclusion (mineral) · Institution · Modernity · Perspective (graphical) · Political science · Politics · Power (physics) · Social science · Sociology · Subject (documents) · Subversion · Children's Rights and Participation · Foucault, Power, and Ethics · Global Educational Policies and Reforms · Law · Philosophy
Sonic atmospheres in and beyond urban alternative schools
Towards social justice
Marking and erasing
Disposições curriculares para uma agenda formativa direcionada ao comum
The calculated management of life and all that jazz
If education is the key, then school is the lock”
Imagining the End of Official Social Work
Mending the (broken) Send system in England and repaying debts to children, families and professionals
The Relational Refugee Child
Teachers and educational policy
A co-designed by students “architecture of schooling” framework
Cartographies of radical teachers
Exploring England’s Secondary Educational Policy Discourses from the Perspective of a Social Justice and Sociopolitical Turn in Science Education
Re-weaving learning ecologies
What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education
Attending to slow violence
Teachers and families building up collaborative relationships around inclusion
Teachers for social justice
A double bind
Reproducing inequality through ambivalence, ignorance, and innocence – Revisiting practices of equality and human rights in Finnish teacher education
Digital technologies, algorithms and the changing topology of (teacher) education
Schools as Educational Common Places in an Era of Superdiversity
The modern classroom chair
Boys, girls, and everyone else
(Re)considering ‘radical’ for the teaching profession
Gendering and slow violence as mundane political practice in early childhood education
Education Hesitant
Straddling discourses of transformation and status quo
What does decentring the human in literacy research do
Education for sustainable development among rich and poor
Education at the end of the world
Day-dreaming’ school climate
Beyond epistemic exodus in educational studies
Ontological capture
Deleuze Becoming-Mary Poppins
Calling for eco-peace
What has been "missing" or "missed" over the last 50 years in APJTE
Remembrance and ritual in English schools
Beyond School. The challenge of co-producing and commoning a different episteme for education
A feminist critical heuristic for educational policy analysis
Don’t take it personally”
Pre-modern epistemes inspiring a new Global Sociology of Education Imagination
Giving space to the subject’s potential present
Education, Pedagogy, & the ‘F’ Word
Being and Becoming Well in the Most Transparent of Times
Without School
The teacher as double agent
Wellbeing and the importance of going “out of the realm of the classroom
Activism as technology of the posthuman self
If You Want the University to Change, Don't Theorise-Organise
Being-well-in-relationships
Comic absurdity and profane acts in education
Against school
The passion of Michel Foucault
The Taming of Chance
Mohawk Interruptus
The Structuring of Pedagogic Discourse
Inclusive Education isn’t Dead, it Just Smells Funny
Discipline and Punish
Foucault and Political Reason
Nietzsche
Social Exclusion/Inclusion
The Subject and Power
Ideology and Consciousness
Foucault, Psychology and the Analytics of Power
What Is Enlightenment
Giving an Account of Oneself
Foucault and Education
A horizon of freedom
The War on Stupidity
Hidden contradictions and conditionality
A new global policy regime founded on invalid statistics? Hanushek, Woessmann, Pisa, and economic growth
Eyes wide shut
Social class and parental agency
The errors of redemptive sociology or giving up on hope and despair
Primary Boys and Hegemonic Masculinities
Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents
Working-Class Culture and Working-Class Politics in London, 1870-1900; Notes on the Remaking of a Working Class
Escape education
The Sociology of Social Inclusion
Orders of discourse
Against school
Language, Counter-Memory, Practice
Theorizing Refusal
Liberalism, neo-liberalism and governmentality
Resistance and the Problem of Ethnographic Refusal
| Unique citing works | 53 |
|---|---|
| Citations per year | 10,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 47 |