(re)considering Foucault for science education research: considerations of truth, power and governance

Journal article

Bazzul, Jesse and Carter, Lyn. (2017). (re)considering Foucault for science education research: considerations of truth, power and governance. Cultural Studies of Science Education. 12, pp. 435 - 452. https://doi.org/10.1007/s11422-016-9800-2
AuthorsBazzul, Jesse and Carter, Lyn
Abstract

This article is a response to Anna Danielsonn, Maria Berge, and Malena Lidar’s paper, ‘‘Knowledge and power in the technology classroom: a framework for studying teachers and students in action’’, and an appeal to science educators of all epistemological orientations to (re)consider the work of Michel Foucault for research in science education. Although this essay does not come close to outlining the importance of Foucault’s work for science education, it does present a lesser-known side of Foucault as an anti-polemical, realist, modern philosopher interested in the way objective knowledge is entangled with governance in modernity. This latter point is important for science educators, as it is the intersection of objective knowledge and institutional imperatives that characterizes the field(s) of science education. Considering the lack of engagement with philosophy and social theory in science education, this paper offers one of many possible readings of Foucault (we as authors have also published different readings of Foucault) in order to engage crucial questions related to truth, power, governance, discourse, ethics and education.

Year2017
JournalCultural Studies of Science Education
Journal citation12, pp. 435 - 452
PublisherSpringer Netherlands
ISSN1871-1502
Digital Object Identifier (DOI)https://doi.org/10.1007/s11422-016-9800-2
Scopus EID2-s2.0-85015633345
Page range435 - 452
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
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