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Jingyi Li

Journal of Educational Development 29, no. 5 (2009): 523–531. 20 Perry Nodelman, and Mavis Reimer, The Pleasures of Children’s Literature (Boston: Allyn & Bacon, 2002), 12–19. 21 See Michel Foucault, “Truth and Power,” in Power/Knowledge: Selected

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Negotiating the Nation in History

The Swedish State Approval Scheme for Textbooks and Teaching Aids from 1945 to 1983

Henrik Åström Elmersjö

definition is attributed to Michel Foucault, History of Sexuality (London: Penguin, 1981). 17 Michael Apple, Official Knowledge: Democratic Education in a Conservative Age (London: Routledge, 2000). 18 See, for example, Zander, “Från nationell”. 19 See

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Standardising Europe

The Bologna Process and new modes of governing

Andreas Fejes

This article explores how the discourses of the Bologna Process have been accepted and adopted as the dominating ones in European higher education. It consists of a governmentality and discourse analysis inspired by Foucault and based on selected European and Swedish policy documents. The aims of the analysis are to illustrate how governing operates discursively and how it is legitimized, to identify what subjectivities are being shaped and fostered and to de-stabilise the taken-for-granted ideas of the present and so contribute to a space for reflection on how governing and power operate in higher education today.

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Michael Atkinson and Michael Kehler

There has been a dramatic rise in public, and particularly the media, attention directed at concerns regarding childhood obesity, and body shape/contents/images more broadly. Yet amidst the torrential call for increased attention on so-called “body epidemics” amongst youth in Canada and elsewhere, links between youth masculinities and bodily health (or simply, appearance) are largely unquestioned. Whilst there is a well-established literature on the relationship between, for example, body image and marginalized femininities, qualitative studies regarding boys and their body images (and how they are influenced within school settings) remain few and far between. In this paper, we offer insight into the dangerous and unsettled spaces of high school locker-rooms and other “gym zones” as contexts in which particular boys face ritual (and indeed, systematic) bullying and humiliation because their bodies (and their male selves) simply do not “measure up.” We draw on education, masculinities, health, and the sociology of bodies literature to examine how masculinity is policed by boys within gym settings as part of formal/informal institutional regimes of biopedagogy. Here, Foucault’s (1967) notion of heterotopia is drawn heavily upon in order to contextualize physical education class as a negotiated and resisted liminal zone for young boys on the fringes of accepted masculinities in school spaces.

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“I Am Trying” to Perform Like an Ideal Boy

The Construction of Boyhood through Corporal Punishment and Educational Discipline in Taare Zameen Par

Natasha Anand

Discipline and Punish ([1975] 1995)—the text that influences my entire discussion—Michel Foucault gives the classroom weight equal to the jail house or the factory as evidence for a panoptic discipline that pins the subject within its gaze. In such a gaze

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Guiding Girls

Neoliberal Governance and Government Educational Resource Manuals in Canada

Lisa Smith and Stephanie Paterson

-being, and overall lifestyle are both valued and encouraged ( Lupton 1995 ; Rose 1990 ). Thus, girl power is part of a more general move towards the cultivation of subjects who, according to Michel Foucault (1991) , internalize surveillance and govern

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Barbara Grant and Penny Welch

kind described by Nielsen. Interpreting their experiences through Michel Foucault’s ideas of the technologies of domination and of the self, I came to understand ‘the student’ as a site of competing subjectivities. (Interestingly, back in the early 1990

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Jeroen Huisman

connected to sociological thinking, for example to the work of founding fathers of sociology like Weber and Durkheim, but also to more recent sociological theory of Bauman, Habermas, Bourdieu and Giddens. Interestingly, references to Foucault are missing

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The Discourse of Drama

Regulating Girls in an Icelandic School

Bergljót Thrastardóttir, Steinunn Helga Lárusdóttir, and Ingólfur Ásgeir Jóhannesson

role in the construction of gender identities. These practices position girls and boys as essentially different as well as defining what counts as normal and legitimate gender performativity ( Butler 2004 ; Foucault 1982 , 1998 ). In order to

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“Boys in Power”

Consent and Gendered Power Dynamics in Sex

Katrín Ólafsdottir and Jón Ingvar Kjaran

draws our attention to patriarchy 4 and the underlying gendered power imbalances at work and uses it as a theoretical lens through which to view society ( Hesse-Biber [2006] 2014 ). We also draw on Michel Foucault's writings on subjectification