The school as an exceptional space: Rethinking education from the perspective of the biopedagogical

Educational Theory

Volumn 56, Issue 2, 2006, Pages 159-176

  Lewis, Tyson E ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

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EID: 60950098653     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2006.00009.x     Document Type: Article

References (61)

1. Theodor Adorno, Critical Models: Interventions and Catchwords (New York: Columbia University Press, 1998).
2. Ibid., 182.
3. Ibid., 183.
4. See Giorgio Agamben, Homo Sacer: Sovereign Power and Bare Life (Stanford: Stanford University Press, 1998), 176. This work will be cited as HS in the text for all subsequent references.
5. See also Giorgio Agamben, State of Exception (Chicago: University of Chicago Press, 2005).
6. See Fredric Jameson, Seeds of Time (New York: Columbia University Press, 1994);
7. an8d, in the field of education, Henry Giroux, Public Spaces, Private Lives: Beyond the Culture of Cynicism (Lanham, Maryland: Rowman and Littlefield, 2001).8
8. Carl Schmitt, The Concept of the Political, trans. George Schwab (1932; repr., Chicago: University of Chicago Press, 1996).
9. Agamben, State of Exception, 50.
10. Giorgio Agamben, Remnants of Auschwitz: The Witness and the Archive (New York: Zone Books, 2002), 155.
11. Agamben, State of Exception.
12. Michel Foucault, Discipline and Punish (New York: Vintage Books, 1979).
13. Judith Butler, The Psychic Life of Power (Stanford: Stanford University Press, 1997).
14. Foucault, Discipline and Punish, 170.
15. For the most comprehensive overview of Foucault's theory of educational power, see Roger Deacon, "Moral Orthopedics: A Foucauldian Account of Schooling as Discipline," Telos 130 (2005): 84-102.
16. Louis Althusser, Lenin and Philosophy and Other Essays (New York: Monthly Review Press, 2001).
17. Ibid., 114.
18. Michel Foucault, Abnormal (New York: Picador, 2003), 44.
19. See Tyson Lewis, "Critical Surveillance Literacy," Cultural Studies/Critical Methodologies 6, no. 2 (2006) for an overview of the complexities of understanding Foucault's panoptic model of disciplinary power in the present case of schooling and society in general.
20. Michael Hardt and Antonio Negri, Empire (Cambridge: Harvard University Press, 2000).
21. See Joy James, Resisting State Violence: Racism, Gender, and Race in U.S. Culture (Minneapolis: University of Minnesota Press, 1996).
22. See also Michel Foucault, "Society Must Be Defended": Lectures at the Collège de France, 1975-1976 (New York: Picador, 2003). This later work by Foucault addresses James's concerns.
23. Eugene Victor Wolfenstein, Psychoanalytic-Marxism Groundwork (New York: Guilford Press), 329.
24. David Oshinsky, "Worse Than Slavery": Parchman Farm and the Ordeal of Jim Crow Justice (New York: Free Press, 1997).
25. For an early articulation of the notion of the Real, see Jacques Lacan, The Ethics of Psychoanalysis, Book VII (New York: W.W. Norton, 1997).
26. See Slavoj Ž ižek, The Sublime Object of Ideology (London: Verso, 2001).
27. The "ex-timate" is an object that is so radically interior that it is mis-recognized as that which is external and horrifying.
28. Ronnie Casella, At Zero Tolerance (New York: Peter Lang, 2001), 27, 21.
29. Ibid.
30. See Henry Giroux, Proto-Fascism in America: Neoliberalism and the Demise of Democracy (Bloomington, Indiana: Phi Delta Kappa Educational Foundation, 2004);
31. and Michelle Fine, Framing Dropouts (Buffalo: SUNY Press, 1991).
32. Megan Tench, "Police Conduct Sweep of Several Schools," Boston Globe, B3, September 11, 2003.
33. Marianne Hurst, "Drug Sweep Sparks Lawsuits, Investigations," Educational Week on the Web, January 7, 2004.
34. Annette Fuentes, "Discipline and Punish," The Nation, December 26, 2003, p. 20.
35. Advancement Project, Education on Lockdown: The Schoolhouse to Jailhouse Track (Washington, D.C.: Advancement Project, 2005); available at http://advancementproject.org/publications.html.
36. Daniel Cho, "Teaching Abjection: A Response to the War on Terror," Teaching Education 16, no. 2 (2005): 103-115.
37. Advancement Project, Education on Lockdown, 25.
38. Ibid.
39. See Johanna Wald and Daniel Losen, eds., "Deconstructing the School to Prison Pipeline," special issue of New Directions for Youth Development 99 (Fall 2003).
40. See also the publication jointly produced by the Advancement Project and the Civil Rights Project, Opportunities Suspended: The Devastating Consequences of Zero Tolerance and School Discipline Policies (Cambridge: Harvard University Press, 2000); available at http://advancementproject.org/ publications.html.
41. Foucault, "Society Must Be Defended," 256.
42. See James, Resisting State Violence.
43. Fine, Framing Dropouts, 24.
44. Ivan Eugene Watts and Nirmala Erevelles, "These Deadly Times: Reconceptualizing School Violence by Using Critical Race Theory and Disability Studies," American Educational Research Journal 41, no. 2 (2004): 271-299.
45. See also Jean Anyon, Ghetto Schooling: A Political Economy of Urban Educational Reform (New York: Teachers College Press, 1997).
46. Nanette Davis, Youth Crisis: Growing Up in the Risk Society (London: Praeger, 1999), 47.
47. Hodgson, Raised in Captivity, 33.
48. Nancy Walker, Catherine Brooks, and Lawrence Wrightsman, Children's Rights in the United States (London: Sage, 1999).
49. See National Coalition to Abolish Corporal Punishment in Schools, http://www.stophitting.com/disatschool.
50. Gary Smith, "'Remorseless Young Predators': The Bottom Line of 'Caging Children,"' in Growing Up Postmodern: Neoliberalism and the War on the Young, ed. Ronald Strickland (Lanham, Maryland: Rowman and Littlefield, 2002).
51. Joh5n Devine, Maximum Security: The Culture of Violence in Inner-City Schools (Chicago: University of Chicago Press, 1996).
52. See the conclusions of the Advancement Project report, Education on Lockdown.
53. Adorno, Critical Models, 190.
54. The typology presented here is not simply a formal characterization of ideal types. Once inserted into an overall critique of the social relations of capitalism, such a semiotic schematic locates the concept of life within the prison house of contemporary ideology and its implied beyond. Nor is this typology meant to deny the complex interaction between each mode of inclusion/exclusion. For instance, a hybrid form of consumerist laborer (most often attributed to the work of women in particular) has not been discussed in this essay but could be one of many permutations of the simple schema that I outline. The final move of this analysis is necessarily utopian in the sense that the solution to the problem of life in schools must be separated from the violence of sovereignty and the normalization of discipline.
55. Adorno, Critical Models, 11.
56. Slavoj Ž iž ek, The Ticklish Subject: The Absent Center of Political Ontology (London: Verso, 1999).
57. See Henry Giroux, Disturbing Pleasures: Learning Popular Culture (New York: Routledge, 1994);
58. The Mouse That Roared: Disney and the End of Innocence (Lanham, Maryland: Rowman and Littlefield, 1999);
59. and Stealing Innocence: Youth, Corporate Power, and the Politics of Culture (New York: St.Martin's Press, 2000).
60. See, for example, Ian Copeland, "The Making of the Dull, Deficient and Backward Pupil in British Elementary Education, 1870-1914," British Journal of Educational Studies 44, no. 4 (1996): 377-394.
61. See, for example, the notion of positive eugenics in the work of Fiona Campbell, "Eugenics in a Different Key? New Technologies and the 'Conundrum' of 'Disability,"' in "A Race for a Place": Eugenics, Darwinism, and Social Thought and Practice in Australia, eds. Martin Crotty, John Germov, and Grant Rodwell (Newcastle, Australia: Faculty of Arts and Social Sciences, 2000).