After poststructuralism: Rethinking the discourse of social justice pedagogy

Social Justice Pedagogy Across the Curriculum: The Practice of Freedom

Volumn , Issue , 2010, Pages 164-183

  Parkes, Robert J ^a   Gore, Jennifer M ^a   Elsworth, Wendy ^a  

^a UNIVERSITY OF NEWCASTLE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84919539655     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (81)

1. Althusser, L. (1971). Ideology and ideological state apparatuses (Notes towards an Investigation) (B. Brewster, Trans.). In L. Althusser (Ed.), Lenin and philosophy and other essays (pp. 127-186). New York: Monthly Review Press.
2. Baker, B., & Heyning, K. E. (2004a). Introduction: Dangerous coagulations? Research, education, and a traveling Foucault. In B. Baker, & K. E. Heyning (Eds.), Dangerous coagulations? The uses of Foucault in the study of education (pp. 1-79). New York: Peter Lang.
3. Baker, B., & Heyning, K. E. (Eds.). (2004b). Dangerous coagulations? The uses of Foucault in the study of education. New York: Peter Lang.
4. Ball, S. J. (Ed.). (1990). Foucault and education: Disciplines and knowledge. London: Routledge.
5. Barthes, R. (1968/1977). The death of the author (S. Heath, Trans.). In R. Barthes (Ed.), Image-music-text (pp. 142-148). London: Fontana.
6. Bernstein, B. (1990). The structuring of pedagogic discourse. London and New York: Routledge.
7. Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. London: SAGE Publications.
8. Breisach, E. (2003). On the future of history: The postmodernist challenge and its aftermath. Chicago: University of Chicago Press.
9. Brennan, M., & Popkewitz, T. S. (Eds.). (1997). Foucault's challenge: Discourse, knowledge, and power in education. Columbia: Teachers Press.
10. Burbules, N. (2000). The limits of dialogue as critical pedagogy. In P. P. Trifonas (Ed.), Revolutionary pedagogies: Cultural politics, instituting education, and the discourse of theory (pp. 251-273). New York: Routledge Falmer.
11. Cherryholmes, C. H. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College Press.
12. Close, A. (1990). The empirical author: Salman Rushdie's "The Satanic Verses". Philosophy and Literature, 14, 248-267.
13. Daignault, J. (1992). Traces at work from different places. In W. Pinar, & W. Reynolds (Eds.), Understanding curriculum as phenomenological and deconstructed text (pp. 195-215). New York: Teachers College Press.
14. Davies, B. (1993). Poststructuralist theory and classroom practice. Melbourne: Deakin University Press.
15. Derrida, J. (1976). Of grammatology. Baltimore, MD: John Hopkins University Press.
16. Dhillon, P. (Ed.). (2001). Lyotard: Just Education. New York: RoutledgeFalmer.
17. Dreyfus, H. L., & Rabinow, P. (1982). Michel Foucault: Beyond structuralism and hermeneu-tics. Brighton, Sussex: Harvester Press.
18. Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-324.
19. Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
20. Foucault, M. (1965/1988). Madness and civilization: A history of insanity in the Age of Reason (R. Howard, Trans.). New York: Vintage Books.
21. Foucault, M. (1968/1996). History, discourse and discontinuity (A. M. Nazzaro, Trans.). In S. Lotringer (Ed.), Foucault live: Interviews, 1961-1984 (pp. 33-50). New York: Semiotext(e).
22. Foucault, M. (1969/1972). The archaeology of knowledge. London: Routledge.
23. Foucault, M. (1969/1977). What is an author? (D. F. Bouchard, & S. Simon, Trans.). In D. F. Bouchard (Ed.), Language, counter-memory, practice: Selected essays and interviews (pp. 113-138). Ithaca, NY: Cornell University Press.
24. Foucault, M. (1969/1996). The birth of a world (L. Hochroth, & J. Johnston, Trans.). In S. Lotringer (Ed.), Foucault live: Interviews, 1961-1984 (pp. 65-67). New York: Semiotext(e).
25. Foucault, M. (1970/1994). The order of things: An archaeology of the human sciences. New York: Vintage Books.
26. Foucault, M. (1971/1994). Nietzsche, genealogy, history (D. F. Brouchard, & S. Simon, Trans.). In J. D. Faubion (Ed.), Essential works of Foucault 1954-1984 (Vol. 2: Aesthetics, pp. 369-391). London: Penguin Books.
27. Foucault, M. (1975). The birth of the clinic: An archaeology of medical perception (A. M. Sheridan Smith, Trans.). New York: Vintage Books.
28. Foucault, M. (1977). Discipline and punish: The birth of the prison. New York: Pantheon.
29. Foucault, M. (1980a). The history of sexuality: Volume 1: An introduction (R. Hurley, Trans.). New York: Vintage.
30. Foucault, M. (1980b). Power/Knowledge: selected interviews and other writings 1972-1977. London: Harvester Press.
31. Foucault, M. (1982/1994). The subject and power (P. Rabinow, & H. Dreyfus, Trans.). In J. D. Faubion (Ed.), Essential works of Foucault 1954-1984 (Vol. 3: Power, pp. 326-348). London: Penguin Books.
32. Foucault, M. (1983). The subject and power. In H. Dreyfus, & P. Rabinow (Eds.), Michel Foucault: Beyond structuralism and hermeneutics (2nd ed.). Chicago: University of Chicago Press.
33. Foucault, M. (1984/1996). The ethics of the concern for the self as a practice of freedom (P. Aranov, & D. McGrawth, Trans.). In S. Lotringer (Ed.), Foucault live: Interviews, 1961-1984 (pp. 432-449). New York: Semiotext(e).
34. Foucault, M. (1985). The history of sexuality, Volume 2: The use of pleasure (R. Hurley, Trans.). New York: Pantheon Books.
35. Foucault, M. (1991). Politics and the study of discourse. In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in governmentality. London: Harvester Wheatsheaf.
36. Freire, P. (1970). Pedagogy ofthe oppressed. New York: Penguin Books.
37. Gore, J. M. (1991). Neglected practices: A Foucauldian critique of traditional and radical approaches to pedagogy. Paper presented at the the Liberating Curriculum Conference, University of Adelaide.
38. Gore, J. M. (1992). What we can do for you! What can "We" do for "You"?: Struggling over empowerment in critical and feminist pedagogy. In C. Luke, & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 54-73). New York: Routledge.
39. Gore, J. M. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge.
40. Grosz, E. (1990). Inscriptions and body-maps: Representations and the corporeal. In T. Threadgood and A. Cranny-Francis (Eds.), Feminine, masculine and representation. Sydney: Allen & Unwin.
41. Grosz, E. (1995). Space, time and perversion. New York: Routledge.
42. Heikkinen, S., Silvonen, J., & Simola, H. (1999). Technologies of truth: Peeling Foucault's triangular onion. Discourse: Studies in the Cultural Politics of Education, 20(1), 141-157.
43. Heller, G. (1992). Death of the subject? In G. Levine (Ed.), Constructions of the self (pp. 269-284). New Jersey: Rutgers University Press.
44. Kendall, G., & Wickham, G. (1999). Using Foucault's methods. London: Sage Publications.
45. Kvale, S. (1992). Postmodern psychology: A contradiction in terms? In S. Kvale (Ed.), Psychology and postmodernism (pp. 31-57). London: SAGE Publications.
46. LaCapra, D. (2000). History and reading: Tocqueville, Foucault, French studies. Carlton South: Melbourne University Press.
47. Lather, P. (1992). Post-critical pedagogies: A Feminist reading. In C. Luke, & J. Gore (Eds.), Feminism and critical pedagogy (pp. 120-137). London: Routledge.
48. Luke, C., & Gore, J. (1992). Introduction. In C. Luke, & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 1-14). London: Routledge.
49. MacLure, M. (2003). Discourse in educational and social research. Buckingham, UK: Open University Press.
50. MacNaughton, M. (1995). A post-structuralist analysis of learning in early childhood settings. In M. Fleer (Ed.), DAPcentrism: Challenging developmentally appropriate practice (pp. 36-53). Canberra: Australian Early Childhood association.
51. McWilliam, E. (1997). Beyond the missionary position: Teacher desire and radical pedagogy. In S. Todd (Ed.), Learning desire: Perspectives on pedagogy, culture, and the unsaid (pp. 217-235). New York: Routledge.
52. McWilliam, E. (1999). Pedagogical pleasures. New York: Peter Lang.
53. Mansfield, N. (2000). Subjectivity: Theories of the self from Freud to Harraway. Sydney: Allen & Unwin.
54. Mills, S. (1997). Discourse. New York: Routledge.
55. Morss, J. R. (1990). The biologising of childhood: Developmental psychology and the Darwinian myth. New Jersey: Erlbaum.
56. Morss, J. R. (1996). Growing critical: Alternatives to developmental psychology. London: Routledge.
57. Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Boston: Allyn & Bacon.
58. O'Leary, T. (2002). Foucault and the art of ethics. London: Continuum.
59. Olssen, M. (2006). Michel Foucault: Materialism and education. Westport, CT: Paradigm.
60. Peters, M. A. (Ed.). (1998). Naming the multiple: Poststructuralism and education. New York: Bergin & Garvey.
61. Peters, M. A., & Besley, T. A. C. (Eds.). (2006). Why Foucault?: New Directions in Educational Research. New York: Peter Lang.
62. Peters, M. A., & Besley, T. A. C. (Eds.). (2007). Subjectivity and truth: Foucault, education, and the culture of self. New York: Peter Lang.
63. Peters, M. A., & Biesta, G. (Eds.). (2008). Derrida, deconstruction, and the politics of pedagogy. New York: Peter Lang.
64. Peters, M. A., & Burbules, N. C. (2004). Poststructuralism and educational research. Lanham, MD: Rowman & Littlefield.
65. Popkewitz, T. S. (Ed.). (1999). Critical theories in education: Changing terrains of knowledge and politics. New York: Routledge.
66. Popkewitz, T. S. (2001). The production of reason and power: Curriculum history and intellectual traditions. In T. S. Popkewitz, B. M. Franklin, & M. A. Pereyra (Eds.), Cultural history and education: Critical essays on knowledge and schooling (pp. 151-183). New York: Routledge Falmer.
67. Popkewitz, T. S., Franklin, B. M., & Pereyra, M. A. (2001). History, the problem of knowledge, and the new cultural history of schooling. In T. S. Popkewitz, B. M. Franklin, & M. A. Pereyra (Eds.), Cultural history and education: Critical essays on knowledge and schooling (pp. 3-44). New York: Routledge Falmer.
68. Poynton, C., & Lee, A. (2000). Culture & text: An introduction. In A. Lee, & C. Poynton (Eds.), Culture & text: Discourse and methodology in social research and cultural studies (pp. 1-18). St Leonards, NSW: Allen & Unwin.
69. Reynolds, W. M. (2003). Curriculum: A river runs through it. New York: Peter Lang.
70. Ruge, J. (1999). Raising expectations: Achieving quality education for all. Darlinghurst, NSW: Priority Schools Funding Program, Equity Programs and Distance Education Directorate, NSW Department of Education and Training.
71. Sawicki, J. (1988). Identity politics and sexual freedom: Foucault and feminism. In I. Diamond, & L. Quinby (Eds.), Feminism and Foucault: Reflections on resistance, (pp. 177-92). Boston: Northeastern University Press.
72. Sawyer, R. K. (2002). A discourse on discourse: An archaeological history of an intellectual concept. Cultural Studies, 16(3), 433-456.
73. Semetsky, I. (2006). Deleuze, education and becoming. Rotterdam: Sense Publications.
74. Semetsky, I. (2008). Nomadic education: Variations on a theme by Deleuze and Guattari. Rotterdam: Sense Publications.
75. Sennett, R., & Cobb, J. (1972). The hidden injuries of class. New York: Knopf.
76. Shapiro, S. (1995). The end of radical hope? Postmodernism and the challenge to critical pedagogy. In P. McLaren (Ed.), Postmodernism, postcolonialism and pedagogy (pp. 187-204). Sydney: James Nicholas.
77. Spivak, G. C. (1988). Can the subaltern speak? In C. Nelson, & L. Grossberg (Eds.), Marxism and the interpretation of culture. Urbana: University of Illinois Press.
78. Stanley, W. B. (1992). Curriculum for utopia: Social reconstructionism and critical pedagogy in the postmodern era. New York: State University ofNew York Press.
79. Trifonas, P. P., & Peters, M. A. (Eds.). (2004). Derrida, deconstruction and education: Ethics of pedagogy and research. Hoboken, NJ: Wiley-Blackwell.
80. Whitson, J. (1995). Post-structuralist pedagogy as counter-hegemonic practice. In P. McLaren (Ed.), Postmodernism, postcolonialism and pedagogy (pp. 121-144). Sydney: James Nicholas.
81. Yates, L. (1992). Postmodernism, feminism and cultural politics: Or if master narratives have been discredited, what does Giroux think he is doing? Discourse, 13(1), 124-141.