lunes, 31 de octubre de 2016

Foucault News: Clare O'Farrell

Social justice leadership and inclusion: a genealogy (2016)

Lewis, K.
Social justice leadership and inclusion: a genealogy
(2016) Journal of Educational Administration and History, 48 (4), pp. 324-341.

DOI: 10.1080/00220620.2016.1210589

The purpose of this article is to engage in an historical analysis of research about two concepts: social justice leadership and leadership for inclusion. Recent experiences have caused me to wonder about our interpretations of justice, equity, and inclusion. Analysis of the relevant literature revealed a lack of consensus among scholars as to a clear, operational definition of both social justice leadership and inclusion. I use a Foucauldian genealogical method to examine texts and uncover the historical development of social justice leadership and leadership for inclusion in the United States. Uncovering past meanings and contexts should help illuminate current meanings and uses of these concepts. It is recommended that leaders engage in critical reflection to uncover the common sense language of equity-oriented leadership practices and that researchers take a more critical, historical, open stance of social justice leadership, and inclusion. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Author Keywords

Educational leadership; Foucault; genealogy; inclusion; inclusive leadership; social justice


Michel Foucault and the history of economic thought (2015)

by Clare O'Farrell
Nicolas Vallois, « Michel Foucault and the history of economic thought », Œconomia, 5-4 | 2015, 461-490.
Nicolas Vallois, « Michel Foucault and the history of economic thought », Œconomia [En ligne], 5-4 | 2015, mis en ligne le 01 décembre 2015, consulté le 07 septembre 2016. URL : ; DOI : 10.4000/oeconomia.2181
Full text available
Michel Foucault dedicated a significant part of his works to the study of political economy. In the late 1980s, these analyses attracted the interest of historians of economic thought (Amariglio, 1988, 1900; Birken, 1990). The primary purpose of this article is to provide a review survey of Foucault’s reception among historians of economic thought. Reading and interpreting Foucault is not straightforward. In reflecting on his work, Foucault refused to consider himself an “author” who could be characterized by a single, consistent framework. However, he elaborated a coherent historiographical method which we characterize as politically engaged journalism. The principles of that method allow us to identify two common confusions in interpretations of Foucault’s work. First, advocates of Foucault in the history of economic thought literature consider him a “heterodox economist” who would be opposed to “mainstream economics”. However, Foucault did not intend to criticize economic theories in this particular sense. The second source of confusion involves interpreting Foucault as a sociologist interested in the analysis of power, or a social historian, although he rejected context-based historiographical approaches. We would suggest that Foucault she be considered more a “postmodernist philosopher” than a historian of economic thought per se. In this respect, the association of “Foucauldian theory” with postmodernism is a major distortion in his reception by historians of economic thought.
Clare O'Farrell | 30 October 2016 at 6:00 am | Categories: Journal articles, Open access | URL:


New post on Foucault News

Interrupting the Psy-Disciplines in Education (2016)

by Clare O'Farrell
petersenBendix Petersen, Eva, Millei, Zsuzsa (Eds.), Interrupting the Psy-Disciplines in Education, Palgrave Macmillan, 2016
This book offers critical explorations of how the psy-disciplines, Michel Foucault’s collective term for psychiatry, psychology and psycho-analysis, play out in contemporary educational spaces. With a strong focus on Foucault’s theories, it critically investigates how the psy-disciplines continue to influence education, both regulating and shaping behaviour and morality. The book provides insight into different educational contexts and concerns across a child’s educational lifespan; early childhood education, inclusive education, special education, educational leadership, social media, university, and beyond to enable reflection and critique of the implications of psy-based knowledge and practice.
With chapters by a mixture of established and emerging international scholars in the field this is an interdisciplinary and authoritative study into the role of the psy-disciplines in the education system. Providing vivid illustrations from throughout the educational lifespan the book serves as an invaluable tool for reflection and critique of the implications of psy-based practice, and will be of particular interest to academics and scholars in the field of education policy and psychology.
‘Silences’ in the ‘Inclusive’ Early Childhood Classroom: Sustaining a ‘Taboo’
Watson, Karen
Pages 13-31
Binds of Professionalism: Attachment in Australian and Finnish Early Years Policy
Millei, Zsuzsa (et al.)
Pages 33-57
Becoming a ‘Learner’ in the Australian Primary School: An (Auto)ethnographic Exploration
Petersen, Eva Bendix
Pages 59-74
The Principal Is Present: Producing Psy-ontologies Through Post/Psychology-Informed Leadership Practices II
Staunæs, Dorthe (et al.)
Pages 75-92
Positive Education as Translation and Conquest of Schooling
Saari, Antti (et al.)
Pages 93-110
Labouring Over the Truth: Learning to Be/Come Queer
Bansel, Peter (et al.)
Pages 111-127
Re-thinking ‘Pointiness’: Special Education Interrupted
Laws, Cath
Pages 129-144
Confusions and Conundrums During Final Practicum: A Study of Preservice Teachers’ Knowledge of Challenging Behaviour
McMahon, Samantha (et al.)
Pages 145-166
‘No, I’m Not OK’: Disrupting ‘Psy’ Discourses of University Mental Health Awareness Campaigns
Saltmarsh, Sue
Pages 167-183
The Risk Factors For Psy-Diagnosis? Gender, Racialization and Social Class
Allan, Julie (et al.)
Pages 185-202
‘How Do You Solve a Problem Like Maria?’ Troubling the Psy-gaze in the Qualitative Analysis and Representation of Educational Subjects’
Wilson-Wheeler, Matthew
pages 203-220
Clare O'Farrell | 28 October 2016 at 6:00 am | Categories: Books, Education | URL:

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