Dear friends of the foucauldian list!
I put out a question on a "foucauldian framework" for analysing classroom interaction and got quite a few responses on that. That was good! Thanks a lot!
I cannot answer directly, however, but have to use this list, since I do not get access to individual email adresses. A list-answer like this is perhaps not so good. Sorry for that.
STOP HERE IF you have no interest in the current subject! --------
First, thanks a lot for all comments and references plus thoughts. Please send you own email addresses if you want to get more detailed communication!
Second, concerning what we are trying to do in Gothenburg in terms of micro-ethnographies based on videorecordings and films. Short:
One starting point is Ian Hunter's book on Rethinking education. He locates the start of schooling in the 17th century as a way to save the upgrowing population by means of pietistic techniques - the knower, the book, the raising of hands and eye contact. These techniques are visible today as well. How come and how working?
Another starting point is an interest in interaction or performances in education. The political economy of conversations (Harvey Sachs and others) is interesting but in a way out of context. Ian Hackings text on Foucault and Goffman is a way to go on here. And that is why I started this conversation.
Obviously, when dealing with research on teaching (which is vital in education) different kinds of categorisation on as well as in teaching is of vital concern if you are interested in such "looping" that Hacking talks about. Tom Popkewitz and I did a text in Discourse on the knowledge problematic in relation to inclusion/exclusion that I think is highly relevant for classroom research as well. I would very much like to follow that line of thought later.
What is of special concern now is classroom interaction over time where you can follow bodies, gestures, utterances, evaluations etc in "socio-cultural matrices" (sorry for that shortcut) producing people, and different kinds of people. So far we explored classroom interaction in video-recorded lessons from 1968 up to 2003. And we compared classroom research approaches in that genre as well. Some fascinating findings (turn-taking, movements, etc), but still lots of demands on developing frameworks for analysis.
I will try to find and read suggestions from this conversation and see what can be done. I guess it is somewhat un-proper to take up space in this list for that specific project.
THUS, FOR FURTHER CONVERSATION, IF YOU ARE INTERESTED SEND ME YOUR E-MAIL ADDRESS!
All the best from a sunny and warm Swedish West Coast!
Sverker
[log in to unmask]
-----Ursprungligt meddelande-----
Från: (AERA SIG FOUCAULT & EDUCATION DISCUSSION LIST) [mailto:[log in to unmask]] För Carlos M Garcia
Skickat: den 23 juni 2009 17:27
Till: [log in to unmask]
Ämne: Re: Classroom studies and Foucault
I think it`s a plausible questionWe are also working on video recording,
although reading Goffman but from the perspective of FQS Vol 9, No. 3
September 2008 articles.
I am interested in share our work in progress but Could you give some
specific references from Foucault on this topic?
2009/6/22 Sverker Lindblad <[log in to unmask]>
> 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
> [log in to unmask]
>
> An American Educational Research Association List
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> An American Educational Research Association List
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> [log in to unmask]
> An American Educational Research Association List
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> [log in to unmask]
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> An American Educational Research Association List
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--
Carlos M. García G.
Departamento de Educación
Universidad de Guanajuato
Carretera Juventino Rosas 9.5 km. Gto.
CP 36270
tels 01(473)7330276
Fax 01(473)7331269
Tel Casa (0133) 36272061
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