Hello Sverker:
I guess it is okay for me to post this to the listserv, since others might be interested.
In reply to your question, in my intro to disability studies class, we use Rosemarie Garland Thomson's visual rhetorics (a version of it at least) that begins with a premise something to the effect of: "It's okay to look, as long as you are fully aware that both the subject/object and the actor are always changed by the event." We then use this basic premise as a launching pad for using Foucauldian methods that identify latent power structures (such as the effect of the popular media in determining disability imagery, for example, and how other actors control, influence, and are influenced by the media; how power is dissapated or channeled in the media and ultimately imposed upon viewers and non-viewers; etc.).
This is an oversimplification, of course, but if you are interested in developing a visual rhetorics with a Foucauldian slant to it, she has some very good things to add to the discussion from a disability perspective.
Best regards,
Jack
________________________________________
From: (AERA SIG FOUCAULT & EDUCATION DISCUSSION LIST) [[log in to unmask]] On Behalf Of Ann Walsh [[log in to unmask]]
Sent: Monday, June 22, 2009 2:56 PM
To: [log in to unmask]
Subject: Re: Classroom studies and Foucault
Please also include me on these replies. This is absolutely fascinating!
Ann
-----Original Message-----
From: (AERA SIG FOUCAULT & EDUCATION DISCUSSION LIST) [mailto:[log in to unmask]] On Behalf Of Deborah Anne Stewart
Sent: Monday, June 22, 2009 2:33 PM
To: [log in to unmask]
Subject: Re: Classroom studies and Foucault
Please include me when sending your replies. This is a fascinating concept.
Debby
--- On Mon, 6/22/09, Sverker Lindblad <[log in to unmask]> wrote:
From: Sverker Lindblad <[log in to unmask]>
Subject: Classroom studies and Foucault
To: [log in to unmask]
Date: Monday, June 22, 2009, 9:47 AM
Is it OK to ask a question like this?
We are studying classroom video recordings and would like to develop what could be called a foucauldian framework here for analyses (or for instance to Ian Hackings notions on looping when relating the works of Foucault and Goffman). Is there anybody out there working on such issues?
All the best from Sweden,
Sverker Lindblad
-----Ursprungligt meddelande-----
Från: (AERA SIG FOUCAULT & EDUCATION DISCUSSION LIST) [mailto:[log in to unmask]] För Trammell, John
Skickat: den 22 juni 2009 16:25
Till: [log in to unmask]
Ämne: Re: Continuing Interest
I wish to remain on the list. Thank you,
Jack Trammell
Randolph-Macon College
________________________________________
From: (AERA SIG FOUCAULT & EDUCATION DISCUSSION LIST) [[log in to unmask]] On Behalf Of Ann Walsh [[log in to unmask]]
Sent: Monday, June 22, 2009 9:47 AM
To: [log in to unmask]
Subject: Re: Continuing Interest
Please keep me on the list, too.
Ann Walsh
-----Original Message-----
From: (AERA SIG FOUCAULT & EDUCATION DISCUSSION LIST)
[mailto:[log in to unmask]] On Behalf Of
Renee Kuchapski
Sent: Monday, June 22, 2009 9:29 AM
To: [log in to unmask]
Subject: Re: Continuing Interest
Please keep me on the list.
Renee
--
Renee Kuchapski, PhD
Faculty of Education
Brock University
St. Catharines, ON L2S 3A1
(905) 688-5550 X4301 Fax: (905) 641-5091
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