Next Friday, Cheri will conduct guided reading on Foucault entitled with 'Undressing Foucault', with pre-reading material 'why study power: the question of the subject'.
Here are some references about Foucault for your interest:
Websites:
http://plato.stanford.edu/entries/foucault/
http://www.theory.org.uk/ctr-fouc.htm
http://en.wikipedia.org/wiki/Michel_Foucault
http://www.michel-foucault.com/concepts/index.html
Books & journal articles:
Alan Danaher, P., & Radcliffe Danaher, G. (2000). "Power/knowledge" and the educational experiences and expectations of Australian show people. International Journal of Educational Research, 33(3), 309-318.
Andrzejewski, C. E., & Davis, H. A. (2008). Human contact in the classroom: Exploring how teachers talk about and negotiate touching students. Teaching and Teacher Education, 24(3), 779-794.
Carabine, J. (2001). Unmarried motherhood 1830-1990: a genealogical analysis. In M. Wetherell, S. Taylor & S. Yates (Eds.), Discourse as data: A guide for analysis (pp. 267-310). London: SAGE Publicaitons Ltd.
Chapman, V. L. (2003). 'Knowing one’s self': selfwriting, power and ethical practice. Studies in the Education of Adults, 35(1), 35-53.
Clarke, M. (2008). The ethico-politics of teacher identity. Educational Philosophy and Theory, 9999(9999).
Foucault, M. (1971). The archaeology of knowledge and the discourse on language (A. M. S. Smith, Trans.). New York: Pantheon.
Foucault, M. (1972). The archaeology of knowledge. London: Tavistock.
Foucault, M. (1977). Discipline and punish. London: Penguin.
Foucault, M. (1978). The history of sexuality. Vol 1: An introduction (R. Hurley, Trans.). New York: Pantheon Books.
Foucault, M. (1980). Power/knowledge. Brighton: Harvester.
Foucault, M. (1985). The use of pleasure: History of sexuality, Vol. 2 (R. Hurley, Trans.). New York: Pantheon Books.
Foucault, M. (1994). The subject and power (R. Hurley, P. Rabinow & C. Gordon, Trans.). In J. D. Faubion (Ed.), Power: Essential works of Michel Foucault, 1954-1984, Vol. 3 (pp. 326-333). London: Penguin.
Foucault, M. (1997a). Ethics, subjectivity and truth. In P. Rabinow (Ed.), Essential works of Michel Foucault, 1954-1984 (Vol. 1). New York: The New Press.
Foucault, M. (1997b). The ethics of the concern of the self. In P. Rabinow (Ed.), Ethics, subjectivity and truth: Essential works of Michel Foucault, 1954-1984 (Vol. 1, pp. 281-302). New York: The New Press.
Foucault, M. (1997c). What is enlightenment? In P. Rabinow (Ed.), Ethics, subjectivity and truth: Essential works of Michel Foucault, 1954-1984 (Vol. 1, pp. 303-320). New York: The New Press.
Fox, S. (2000). Communities of practice, Foucault and Actor-Network therory. Journal of Management Studies, 37(6), 853-868.
Greenwalt, K. A. (2008). Through the camera's eye: A phenomenological analysis of teacher subjectivity. Teaching and Teacher Education, 24(2), 387-399.
May, T. (2006). The philosophy of Foucault. Chesham, Bucks: Acumen.
Peters, M. A. (2004). Educational research:‘games of truth’and the ethics of subjectivity. Journal of Educational Enquiry, 5(2), 50-63.
Walshaw, M. (2007). Working with Foucault in Education. Rotterdam, The Netherlands: Sense Publishers.
You are welcome to pose questions, comments and other resources about Foucault.
Issa
2009年5月29日星期五
Report on Super Writers meeting on May 27 2009
Dear all,
First welcome Yong Lin and Wang Ge to join us!
Also, thanks Matthew for sitting with us for a while in his busy schedule as the start of this group was due to his idea!
At the beginning of this meeting, each of us reported our research topic and what we had done in the past week in a few sentences. I would like to highlight that Xiuli joined us after finishing her panel meeting and she would do presentation this afternoon (Friday) at 3:30 p.m. – 4:30 p.m.in Room 403, 4/F Runme Shaw Building. If you have time, let's go and support her!
Manla introduced her fascinating study language policy in Tibet in relevance with construction of Chinese national identity. She discussed how a negotiation of Power happened via the change of language policy in Tibet and how the policy impacted on the daily practice in schools. She used critical discourse analysis in her study.
Next Friday, Cheri will conduct guided reading on Foucault entitled with 'Undressing Foucault'. I put a few website concerned with Foucault if you are interested in knowing a bit more of this interesting man before joining our meeting next Friday:
http://plato.stanford.edu/entries/foucault/
http://www.theory.org.uk/ctr-fouc.htm
http://en.wikipedia.org/wiki/Michel_Foucault
http://www.michel-foucault.com/concepts/index.html
I will add this report and some other reference in our blog. I think Cheri will circulate some reading material to us in advance.
Enjoy your weekend & see you next week!
Best regards
Issa
First welcome Yong Lin and Wang Ge to join us!
Also, thanks Matthew for sitting with us for a while in his busy schedule as the start of this group was due to his idea!
At the beginning of this meeting, each of us reported our research topic and what we had done in the past week in a few sentences. I would like to highlight that Xiuli joined us after finishing her panel meeting and she would do presentation this afternoon (Friday) at 3:30 p.m. – 4:30 p.m.in Room 403, 4/F Runme Shaw Building. If you have time, let's go and support her!
Manla introduced her fascinating study language policy in Tibet in relevance with construction of Chinese national identity. She discussed how a negotiation of Power happened via the change of language policy in Tibet and how the policy impacted on the daily practice in schools. She used critical discourse analysis in her study.
Next Friday, Cheri will conduct guided reading on Foucault entitled with 'Undressing Foucault'. I put a few website concerned with Foucault if you are interested in knowing a bit more of this interesting man before joining our meeting next Friday:
http://plato.stanford.edu/entries/foucault/
http://www.theory.org.uk/ctr-fouc.htm
http://en.wikipedia.org/wiki/Michel_Foucault
http://www.michel-foucault.com/concepts/index.html
I will add this report and some other reference in our blog. I think Cheri will circulate some reading material to us in advance.
Enjoy your weekend & see you next week!
Best regards
Issa
2009年5月26日星期二
2009年5月22日星期五
Jessica: Report of meeting-May 19
Hi everyone,
I write to report this Tuesday's meeting .
We had a big group discussion, Maggie's back from her pilot study, Lucia's back from data collection for a week, Shelley joined us, Cheri is interested in being an "observer" ...
In the first half of our meeting, people reported work that had been done last week. Maggie shared her experiences in her pilot study. She is trying to figure out a suitable data collection technique, maybe stimulated recall. Other people did some reading or writing last week.
In the second half, Shelley shared her study "Narrative inquiry into the Fuhexing Yingyu Rencai in 2000 Syllabus for undergraduate English major in China. It was good to hear a heated discussion of Shelley's study among group members.
Next meeting will be on 27th May (Wednesday). Manla is going to share her study. The meeting after next will be on 5th June. Cheri is going to share with us Foucult's theory. Her will bring one of her favorite papers (or send us the soft version) so that we can learn that together. Cheri suggested us to think about the following questions before we come to the meeting:
1)why do we need a theoretical framework in our study? Why do we want to do the research we are now doing?
2) Why do we use theories in our research? e.g., why do we use critical theories?
3)Why do we need to reflect on our study and how to do this?
The coming meetings sound very interesting. Please don't miss the opportunities to learn and share. Hope to see you then.
Best regards,
Jessica
I write to report this Tuesday's meeting .
We had a big group discussion, Maggie's back from her pilot study, Lucia's back from data collection for a week, Shelley joined us, Cheri is interested in being an "observer" ...
In the first half of our meeting, people reported work that had been done last week. Maggie shared her experiences in her pilot study. She is trying to figure out a suitable data collection technique, maybe stimulated recall. Other people did some reading or writing last week.
In the second half, Shelley shared her study "Narrative inquiry into the Fuhexing Yingyu Rencai in 2000 Syllabus for undergraduate English major in China. It was good to hear a heated discussion of Shelley's study among group members.
Next meeting will be on 27th May (Wednesday). Manla is going to share her study. The meeting after next will be on 5th June. Cheri is going to share with us Foucult's theory. Her will bring one of her favorite papers (or send us the soft version) so that we can learn that together. Cheri suggested us to think about the following questions before we come to the meeting:
1)why do we need a theoretical framework in our study? Why do we want to do the research we are now doing?
2) Why do we use theories in our research? e.g., why do we use critical theories?
3)Why do we need to reflect on our study and how to do this?
The coming meetings sound very interesting. Please don't miss the opportunities to learn and share. Hope to see you then.
Best regards,
Jessica
2009年5月18日星期一
12May09 Meeting report
This week we had Amanda Zhang who shared with us her research on using narrative inquiry approach, to investigate English teachers' professional identities in mainland China.
2008年10月29日星期三
group meeting report on Oct.14th
Dear Superwriters,
Sorry for the belated submission of report on two weeks ago, I will give a brief account on what we did on Oct.14th.
There are 7.5 members, Alam, Jessica Wan, mother-to-be Iris and her cute baby, Nicol, Jun, Lucia and Rina attend the meeting. We firstly shared our progress in the past week. Then Lucia shared with us her pilot study in 5 schooles including EBD(emotional behavior dissable) schools in Xiamen, China.
As Lucia introduced, most studens in EBD school are under-achievers, and they have some kind of emotional behavior dissabilities. They go to school to get used to the social enviornment.The academic atmosphere there is less oppressive, and more "nature".
We discussed some issues like how to handle the ethical issue when facing the EBD students, how to lessen the negative impact on participants, can we lie or not?
Iris shared her experience that sometimes, to get the reality, we may not expose our intention at the beginning ,but should tell the participants at the end. they may be more familiar with us and our research, and then they can understand and accept what we have done.
Lucia also focused on whether how many cases are enough in each school level. should she increase case amount to assure the research validity? if you have more idea or suggesions on this topic, please tell Lucia.
Wish everybody happy learning , good appetite and sweet dream everyday:)
Cheers,
Rina
2008年10月27日星期一
Report on Superwriter meeting_Oct 21, 2008
Dear Superwriters,
Sorry for the belated submission of report on last meeting, for the ex-chairperson is 'killing' the deadline. So please allow me to give a brief account on what we did last Tuesday.There are 6.5 members, Alam, Jessica, mother-to-be Iris and her cute babe, Nicol, Jun, and Lucia attend the meeting, we firstly share our progress in the past week. Then Alam share with us part of his research from the cultural perspective, which is very refreshing and thought-provoking. Through his presentation, we have gained some knowledge about the cultural, custom and education situation in Bangladesh, which share some commonness with China in terms of the agricultural origin, the trajectory of developing towards a industrial/post-industrial society, traditional gender role of the women, the emphasis of education and so on, yet it also has its uniqueness. I hope some day we can arrange a tour to Alam's hometown, for fresh air, boundless farmland and, most attractively, tasty mango:)
Wish everybody a fruitful week!
Sorry for the belated submission of report on last meeting, for the ex-chairperson is 'killing' the deadline. So please allow me to give a brief account on what we did last Tuesday.There are 6.5 members, Alam, Jessica, mother-to-be Iris and her cute babe, Nicol, Jun, and Lucia attend the meeting, we firstly share our progress in the past week. Then Alam share with us part of his research from the cultural perspective, which is very refreshing and thought-provoking. Through his presentation, we have gained some knowledge about the cultural, custom and education situation in Bangladesh, which share some commonness with China in terms of the agricultural origin, the trajectory of developing towards a industrial/post-industrial society, traditional gender role of the women, the emphasis of education and so on, yet it also has its uniqueness. I hope some day we can arrange a tour to Alam's hometown, for fresh air, boundless farmland and, most attractively, tasty mango:)
Wish everybody a fruitful week!
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It is a very interesting discussion, especially when we discussed about differences between narrative inquiry and narrative-style oral history interview.
If some of you are interested in narrative inquiry and its analysis, you may read the paper article as below:
Connelly, F. M., Clandinin, D. J., & He, M. F. (1997). Teachers'personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665-674.
2009年5月18日 上午12:31
Can I say that one of the difference between narrative inquiry and ethnography (I know they are not under the same category but they both use method like in-depth interview, observation etc.) is that the former dealing more with the retrospective data and the latter more concentrate on the present life?
2009年5月19日 下午9:13