This collection of essays focuses on the work of James D. Marshall, who has been active in the philosophy of education for three decades.
Deals with Marshalls long-standing criticism of the public education system in New Zealand
Discusses his work considering the relevance of Wittgenstein and Foucault for philosophy of education.
Features tributes to Marshall in the form of interviews and testimonials.
Contains remarks from Marshall himself in response to the commentaries of his colleagues.
Recenzijos
"A New Zealand philosopher of education, Marshall has researched and written widely on the positivist influence on education and the relevance of Wittgenstein and Foucault for education. These essays, by former students, colleagues and acquaintances are an appreciation of and for his work . . . One of the interviews (with Michael Peters) is particularly insightful and suggestive for students of education." Choice
| Introduction |
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1 | (2) |
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Jim Marshall: Foucault and disciplining the self |
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3 | (8) |
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Autonomy, Agency and Education: He tangata, he tangata, he tangata |
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11 | (14) |
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The Paradox of the Excluded Child |
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25 | (10) |
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Emergencies and Emergent Selves |
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35 | (6) |
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Education as Liberation: The politics and techniques of lifelong learning |
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41 | (8) |
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Testing Resistance: Busno-cratic power, standardized tests, and care of the self |
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49 | (8) |
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Foucault, Educational Research and the Issue of Autonomy |
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57 | (24) |
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Marshalling the Self: James D. Marshall as Educational Philosopher |
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81 | (8) |
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Marshall -- Making Wittgenstein Smile |
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89 | (10) |
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The Labouring Sleepwalker: Evocation and expression as modes of qualitative educational research |
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99 | (18) |
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`What it Makes Sense to Say': Wittgenstein, rule-following and the nature of education: Jim Marshall on Wittgenstein's Contributions to Educational Philosophy |
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117 | (6) |
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Lightning and Frenzy: Music education, adolescence, and the anxiety of influence |
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123 | (10) |
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Break with Tradition: Marshall's contribution to a Foucauldian philosophy of education |
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133 | (8) |
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Photograph and Curriculum Vitae and Major Works of James D. Marshall |
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141 | (28) |
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Interview with James Marshall |
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169 | (6) |
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James D. Marshall: Philosopher of Education |
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175 | (8) |
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183 | (2) |
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Stone/Marshall Wedding Address |
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185 | (2) |
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Fragments of Life before Foucault |
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187 | (6) |
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193 | (4) |
| Notes on Contributors |
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197 | (4) |
| Index |
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201 | |
Paul Smeyers is Professor at K. U. Leuven (Belgium) where he teaches philosophy of education and qualitative research methods at the Faculty of Psychology and Educational Sciences. He published extensively on Wittgenstein, Anglo-Saxon philosophy of education, postmodernism and on the nature of educational research. He heads the research community Philosophy and History of the Discipline of Education: Evaluation and evolution of the criteria for scientific research, which was established by The National Fund for Scientific Research, Flanders, Belgium (Fonds voor Wetenschappelijk Onderzoek - Vlaanderen) since 1999 involving 15 centres world-wide. Michael A. Peters is Professor of Education at the University of Illinois at Urbana-Champaign, Visiting Professor at the University of Glasgow, Adjunct Professor of Education at the University of Auckland and Adjunct Professor of Communication Studies at the Auckland University of Technology (NZ). He is executive editor of Educational Philosophy and Theory and co-editor of two international online-only journals, Policy Futures in Education and E-Learning. He has authored or edited over 30 books in these fields.
