ES 3219: Early Years Education, Week 4: Foucault and the Technologies of Education.

ES 3219: Early Years Education,ES 3219: Early Years Education, Week 4:Week 4: FoucaultFoucault and the Technologies of and the Technologies of

EducationEducation

FoucaultFoucault and the Technologies of Education and the Technologies of Education

““I don’t feel it is necessary to know exactly I don’t feel it is necessary to know exactly what I am. The main interest in life and what I am. The main interest in life and work is to become someone else you were work is to become someone else you were not in the beginning.” Michel Foucault – not in the beginning.” Michel Foucault – philosopher, sociologist, intellectual (cited philosopher, sociologist, intellectual (cited in Martin et al 1988, p. 9)in Martin et al 1988, p. 9)

Foucault’s themes:Foucault’s themes:

the ways in which technologies the ways in which technologies endorse/perpetuate arbitrary models of endorse/perpetuate arbitrary models of humanity through the processes of humanity through the processes of ‘normalisation’‘normalisation’

power and dominance is achieved not power and dominance is achieved not through explicit coercion, but more subtle through explicit coercion, but more subtle and intangible cultural processes. and intangible cultural processes.

there is no underlying ‘true’ humanity, there is no underlying ‘true’ humanity, humans are an ‘effect’ of power relationshumans are an ‘effect’ of power relations

the processes (‘the processes (‘technologiestechnologies’) of power and ’) of power and domination.domination.


Discipline and Punish Discipline and Punish (1977)(1977)“Discipline ‘makes’ individuals; it is the specific

technique of a power that regards individuals both as objects and as instruments of its exercise. It is not a triumphant power, which because of its own excess can pride itself on its own omnipotence; it is a modest, suspicious power, which functions as a calculated, but permanent economy.” (Foucault, 1991: p. 170)

The discourses of schools and other institutions serve to define and perpetuate ‘normal’ and ‘acceptable’ behaviour through a process of discipline that is imposed simultaneously from a variety of sources, including the individual’s self-discipline;

In educational institutions, not only are the participants subject to the usual constraints of any social discourse, they are additionally involved in the propagation and selective dissemination of discourses for a variety of social contexts outside of education:“Every educational system is a political means of maintaining or modifying the appropriateness of discourses with the knowledge and power they bring with them.” (Foucault, 1971, p. 46)

FoucaultFoucault and the Technologies of Educationand the Technologies of Education

Key ConceptsKey ConceptsPouvoir-Savoir (power-knowledge)Pouvoir-Savoir (power-knowledge)

Foucault contested the conventional view Foucault contested the conventional view that acquisition of knowledge makes us that acquisition of knowledge makes us more powerful, and stated that the more powerful, and stated that the relationship between power and knowledge relationship between power and knowledge is more complex than this. He proposed a is more complex than this. He proposed a more accurate representation of the more accurate representation of the relationship was the term pouvoir-savoir, relationship was the term pouvoir-savoir, which he believed more appropriately which he believed more appropriately reflected the single, inseparable reflected the single, inseparable configuration of ideas and practices that configuration of ideas and practices that constitute educational discourse.constitute educational discourse.


Key ConceptsKey ConceptsDisciplineDiscipline

The Latin root of the word (The Latin root of the word (disciplinadisciplina) has a ) has a dual meaning: it refers both to an area of dual meaning: it refers both to an area of knowledge and to issues of control or power. knowledge and to issues of control or power.

It can be used as a verb - to describe the It can be used as a verb - to describe the actions one performs on oneself or others to actions one performs on oneself or others to achieve some degree of control; and as a achieve some degree of control; and as a noun - to describe a set of qualities that an noun - to describe a set of qualities that an individual needs to master in order to be individual needs to master in order to be recognised or valued within a particular field. recognised or valued within a particular field.

In both interpretations, discipline has In both interpretations, discipline has negative and positive connotations.negative and positive connotations.


Key ConceptsKey ConceptsDiscipline (continued)Discipline (continued)

‘‘Economy’ and ‘efficiency’ in disciplines are Economy’ and ‘efficiency’ in disciplines are more important than the symbolism or more important than the symbolism or language we use. language we use.

An economy of language or movement is all An economy of language or movement is all about the control we exercise over that about the control we exercise over that language or movement & the way in which language or movement & the way in which that control is part of a constellation of that control is part of a constellation of societal mechanisms or technologies which societal mechanisms or technologies which work in and through us. work in and through us.

The machinery/ mechanics/ technology of The machinery/ mechanics/ technology of discipline work first and foremost at the level discipline work first and foremost at the level of the body.of the body.


Key ConceptsKey ConceptsDiscipline (continued)Discipline (continued)

The workings of discipline operate at the micro-level, The workings of discipline operate at the micro-level, in the tiniest details of movement, arrangement and in the tiniest details of movement, arrangement and injunction.injunction.

Important to discipline are the techniques of Important to discipline are the techniques of individualising, ranking ordering and tabulating, individualising, ranking ordering and tabulating, spatially, administratively and in a multitude of other spatially, administratively and in a multitude of other ways:ways:““The organisation of serial space was one of the great The organisation of serial space was one of the great technical mutations elementary education… by technical mutations elementary education… by assigning individual places it made possible the assigning individual places it made possible the supervision of each individual and the simultaneous supervision of each individual and the simultaneous work of all. It organised a new economy of the time of work of all. It organised a new economy of the time of apprenticeship. It made the educational space apprenticeship. It made the educational space function like a learning machine, but also as a function like a learning machine, but also as a machine for supervising, hierarchizing, rewarding.” machine for supervising, hierarchizing, rewarding.” (Foucault, 1977, p.147)(Foucault, 1977, p.147)


Key ConceptsKey Concepts The GazeThe Gaze

Mechanisms of observation, surveillance, visibility Mechanisms of observation, surveillance, visibility are important in the operation of disciplinary are important in the operation of disciplinary technique. technique.

As with the other ‘disciplinary sites’, educational As with the other ‘disciplinary sites’, educational institutions operate a system of hierarchical institutions operate a system of hierarchical observation, or surveillance that serves to control observation, or surveillance that serves to control the participants’ attitudes and behaviours:the participants’ attitudes and behaviours:““A relation of surveillance, defined and regulated, A relation of surveillance, defined and regulated, is inscribed at the heart of the practice of is inscribed at the heart of the practice of teaching, not as an additional or adjacent part, teaching, not as an additional or adjacent part, but as a mechanism that is inherent to it and but as a mechanism that is inherent to it and which increases its efficiency.” (Foucault, 1977, p. which increases its efficiency.” (Foucault, 1977, p. 176)176)


Key ConceptsKey Concepts The Gaze (continued)The Gaze (continued)

The ‘gaze’ of surveillance is not simply The ‘gaze’ of surveillance is not simply directed at us by others, but also a way of directed at us by others, but also a way of looking at our own behaviours;looking at our own behaviours;

We become the objects of our own gaze, We become the objects of our own gaze, constantly monitoring our bodies, actions constantly monitoring our bodies, actions and feelings;and feelings;

Surveillance is everywhere and at all times, Surveillance is everywhere and at all times, it is both an external and an internal it is both an external and an internal technology of disciplinetechnology of discipline


Key ConceptsKey Concepts The Gaze (continued)

Hierarchized, continuous and functional surveillance may not be one of the great technical “inventions” of the eighteenth century, but its insidious extension owes its importance to the mechanisms of power that it brought with it… The power in the hierarchized surveillance of the disciplines is not possessed as a thing, or transferred as a property; it functions like a piece of machinery… This enables the disciplinary power to be both absolutely indiscreet, since it is everywhere and always alert, since by its very principle it leaves no zone of shade and constantly supervises the very individuals who are entrusted with the task of supervising; and absolutely discreet, for it functions permanently and largely in silence.’ (Foucault, 1977: pp. 176-7)


Key ConceptsKey Concepts NormalizationNormalization

““The Normal is established as a principle of The Normal is established as a principle of coercion in teaching with the introduction of a coercion in teaching with the introduction of a standardized education” (Foucault, 1977; p. standardized education” (Foucault, 1977; p. 184). 184).

The education system monitors our progress, The education system monitors our progress, passes judgements on us and moulds our passes judgements on us and moulds our attitudes and behaviours in certain ways to attitudes and behaviours in certain ways to ensure that this exercise of arbitrary power is ensure that this exercise of arbitrary power is largely undetectable, yet tacitly accepted.largely undetectable, yet tacitly accepted.


Key ConceptsKey Concepts Normalization (continued)Normalization (continued) The punishment of misdemeanours and The punishment of misdemeanours and

gratification of desirable behaviours ensures gratification of desirable behaviours ensures that the arbitrary definitions of behaviour as that the arbitrary definitions of behaviour as ‘good’ or ‘evil’, ‘normal’ or ‘abnormal’ ‘good’ or ‘evil’, ‘normal’ or ‘abnormal’ becomes, in the first instance, possible, then becomes, in the first instance, possible, then enforceable, and lastly, presumed to be enforceable, and lastly, presumed to be ‘natural’ and incontestable;‘natural’ and incontestable;

The classification and ranking of individuals - The classification and ranking of individuals - their reward and punishment are taken as the their reward and punishment are taken as the normalnormal or or naturalnatural order of things order of things.


Key ConceptsKey Concepts Normalization (continued)

‘… the art of punishing, in the régime of disciplinary power, is aimed neither at expiation, nor even precisely at repression. It brings five quite distinct operations into play: it refers individual actions to a whole that is at once a field of comparison, a space of differentiation and the principle of a rule to be followed. It differentiates individuals one from another, in terms of the following overall rule: that the rule be made to function as a minimal threshold, as an average to be respected or as an optimum towards which one must move. It measures in quantitative terms and hierarchises in terms of value the abilities, the level, the ‘nature’ of individuals. It introduces, through this ‘value-giving’ measure, the constraint of a conformity that must be achieved. Lastly, it traces the limit that will define difference in relation to all other differences, the external frontier of the abnormal. The perpetual penalty that traverses all points and supervises every instant in the disciplinary institutions compares, differentiates, hierarchises, homogenises, excludes. In short, it normalises.’ (Foucault, 1977, pp. 182-3)


Key ConceptsKey Concepts The ExaminationThe Examination

““The examination combines the techniques of an The examination combines the techniques of an observing hierarchy and those of a normalising observing hierarchy and those of a normalising judgement. It is a normalising gaze, a surveillance judgement. It is a normalising gaze, a surveillance that makes it possible to qualify, to classify and to that makes it possible to qualify, to classify and to punish. It establishes over individuals a visibility punish. It establishes over individuals a visibility through which one differentiates them and judges through which one differentiates them and judges them. That is why, in all the mechanisms of them. That is why, in all the mechanisms of discipline, the examination is highly ritualised.” discipline, the examination is highly ritualised.” (Foucault, 1991, p. 184)(Foucault, 1991, p. 184)

Disciplinary techniques reach their educational Disciplinary techniques reach their educational pinnacle in the examination.pinnacle in the examination.

It is through the examination, the test, that the ‘economy of visibility’ is transformed into the exercise of power and of control.


Key ConceptsKey Concepts The Examination (continued)The Examination (continued)

The exercising of power has to do with The exercising of power has to do with knowledge, its ownership and transmission:knowledge, its ownership and transmission:

“ “the examination in the school was a constant the examination in the school was a constant exchanger of knowledge; it guaranteed the exchanger of knowledge; it guaranteed the movement of knowledge from the teacher to movement of knowledge from the teacher to the pupil, but it extracted from the pupil a the pupil, but it extracted from the pupil a knowledge destined and reserved for the knowledge destined and reserved for the teacher.” (Foucault, 1991, p.187)teacher.” (Foucault, 1991, p.187)

The examination holds teacher and pupil in ‘a The examination holds teacher and pupil in ‘a mechanism of objectification’. Examinations mechanism of objectification’. Examinations lock into place the disciplines of the school, lock into place the disciplines of the school, creating of them a ritual, a spectacle, a creating of them a ritual, a spectacle, a ceremony. Marks and scores ‘formalize’ or fix ceremony. Marks and scores ‘formalize’ or fix the child within power relationships.the child within power relationships.

FoucaultFoucault and the Technology of Education and the Technology of Education

Foucault and Early Years

Education

To which possible areas of

contemporary early years education could we apply Foucault’s concepts?


A Foucauldian account ofA Foucauldian account of Early Years Education Early Years Education

EYFSP assessment criteriaEYFSP assessment criteria: the EYFSP represents an : the EYFSP represents an apparatus in the disciplinary technology of schooling. It apparatus in the disciplinary technology of schooling. It attempts to balance hierarchical & non-hierarchical attempts to balance hierarchical & non-hierarchical criteria in a tabulature which, in practice serves to criteria in a tabulature which, in practice serves to classify, rank, order and normalize. It’s 117 descriptors classify, rank, order and normalize. It’s 117 descriptors per pupil act as a regulatory framework , imposing an per pupil act as a regulatory framework , imposing an order on the learning and development of children. order on the learning and development of children.

Teachers’ performanceTeachers’ performance. PM fulfils Foucault’s picture of a . PM fulfils Foucault’s picture of a disciplinary technology beautifully. This ongoing disciplinary technology beautifully. This ongoing process of target-setting, monitoring and reviewing process of target-setting, monitoring and reviewing casts the teacher in terms of criteria required to cross casts the teacher in terms of criteria required to cross ‘thresholds’ which define their professional identity. ‘thresholds’ which define their professional identity. Teachers are represented by their evidence-bases, Teachers are represented by their evidence-bases, objectified and recorded against scales and objectified and recorded against scales and performance indicators.performance indicators.



Inspection regimesInspection regimes. In de-stabilising professional . In de-stabilising professional identities and re-casting teachers as supplicants identities and re-casting teachers as supplicants before inspectors, EY Ofsteds have subjected us to before inspectors, EY Ofsteds have subjected us to a discipline which strikes at our sense of ourselves. a discipline which strikes at our sense of ourselves. The inspectoral ‘gaze’ not only coerces and The inspectoral ‘gaze’ not only coerces and regulates externally, but is internalised in the regulates externally, but is internalised in the teachers’ and learners’ own fracturing and teachers’ and learners’ own fracturing and disruption. In this regard, is the move to the self-disruption. In this regard, is the move to the self-assessing school a reprieve or a final triumph of assessing school a reprieve or a final triumph of ‘visibility’? ‘visibility’?

Management regimesManagement regimes. Management regimes codify . Management regimes codify and enforce through the application of targets, and enforce through the application of targets, incentives, monitoring of one’s colleagues, peer-incentives, monitoring of one’s colleagues, peer-review, etc. The EYFSP is an invaluable tool in the review, etc. The EYFSP is an invaluable tool in the regulatory technologies of management.regulatory technologies of management.



“Within this new mode of regulation, the organisation of power within definite forms of time-space … is now less important. It is the data-base, the appraisal meeting, the annual review, report writing and promotion applications, inspections, peer-reviews that are to the fore... it is the uncertainty and instability of being judged in different ways, by different means, by different agents; the ‘bringing off’ of performances – the flow of changing demands, expectations and indicators that make us continually accountable and constantly recorded…” (Ball, 1999, p.3)

ES 3219: Early Years Education,ES 3219: Early Years Education, Week 4:Week 4: FoucaultFoucault and the Technologies of and the Technologies of

EducationEducation

Simon Boxley, 2009Simon Boxley, 2009

ReferencesReferencesBall, S. (1990) Ball, S. (1990) Foucault and Foucault and Education,Education, London : Routledge London : RoutledgeBall, S. (1999) Ball, S. (1999) Performativities and Performativities and Fabrications in the Education Fabrications in the Education Economy: Towards the Economy: Towards the Performative SocietyPerformative Society, unpublished , unpublished paper presented as the Tate paper presented as the Tate memorial lecture and keynote memorial lecture and keynote address to the AARE annual address to the AARE annual conference, Melbourne, 1999conference, Melbourne, 1999Foucault, M. (1971) Foucault, M. (1971) L’order du L’order du discourse,discourse, Paris: Gallimard Paris: GallimardFoucault, M. (1991) Foucault, M. (1991) Discipline and Discipline and Punish,Punish, London : Penguin London : PenguinMartin, L., Gutman, H. and Hutton, Martin, L., Gutman, H. and Hutton, P. (eds) (1988), P. (eds) (1988), Technologies of Technologies of the Selfthe Self London: Tavistock London: Tavistock

ES 3219: Early Years Education, Week 4: Foucault and the Technologies of Education.

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