Foucauldian Archaeological Analyses
Bibliographic Data
| ID | 7078882 |
|---|---|
| Authors | Samantha Mcmahon (0000-0003-4448-0811, University of Wollongong), Valerie Harwood (0000-0002-6359-1384, University of Wollongong) |
| Year | 2016 |
| Pages | 1-4 |
| Publication date | 2016-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | OTHER |
| Venue | The Blackwell Encyclopedia of Sociology (JOURNAL) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405165518.wbeosf062.pub2 |
| OpenAlex | W4230288491 |
| ISBN | 9781405165518 |
| Language | EN |
| References cited | 13 |
Foucauldian archeological analyses are useful for understanding how knowledge about a given topic is constructed. Because of this, Foucauldian archeology can be argued to be a powerful way to uncover the taken for granted and to inspire different ways of thinking about knowledge and the practices on which it is based. This entry provides a brief outline of Foucauldian archeology and then presents an example where this style of analysis was put to work to examine knowledge of “challenging behavior,” particularly how it is applied in teacher education
Archaeology · Epistemology · Sociology · Style (visual arts · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · History · Innovative Education and Learning Practices · Philosophy
| Citation velocity | historical |
|---|---|
| Highly cited | No |