Paul Smeyers / Michael A. Peters

Postfoundationalist Themes in the Philosophy of Education

Festschrift for James D. Marshall
Herausgeber: Smeyers, Paul; Peters, Michael A

• Broschiertes Buch

Produktbeschreibung

James D. Marshall has been active in the philosophy of education for three decades. This collection takes Marshall's work as its starting point. It contains essays dealing with various aspects of his work: particularly his long-standing criticism of the 'performativity' of the public education system of New Zealand, and his work considering the relevance of Wittgenstein and Foucault for various problems in the philosophy of education. There are tributes to Marshall in the form of interviews and testimonials, and a bibliography and remarks from Marshall himself in response to the commentaries of his colleagues.

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Produktdetails

• Verlag: Wiley
• Seitenzahl: 212
• Erscheinungstermin: 14. April 2006
• Englisch
• Abmessung: 243mm x 171mm x 12mm
• Gewicht: 386g
• ISBN-13: 9781405145367
• ISBN-10: 1405145366
• Artikelnr.: 22199954

Autorenporträt

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.

Inhaltsangabe

Introduction: Michael A. Peters and Paul Smeyers.
1. Jim Marshall: Foucault and disciplining the self: Tina Besley.
2. Autonomy, Agency and Education: He tangata, he tangata, he tangata:
Nesta Devine and Ruth Irwin.
3. The Paradox of the Excluded Child: Bruce Haynes.
4. Emergencies and Emergent Selves: Felicity Haynes.
5. Education as Liberation: The politics and techniques of lifelong
learning: Bert Lambeir.
6. Testing Resistance: Busno-cratic power, standardized tests, and care of
the self: Cris Mayo.
7. Foucault, Educational Research and the Issue of Autonomy: Mark Olssen.
8. Marshalling the Self: James D. Marshall as Educational Philosopher:
Michael A. Peters.
9. Marshall-Making Wittgenstein Smile: Robert K. Shaw.
10. The Labouring Sleepwalker: Evocation and expression as modes of
qualitative educational research: Paul Smeyers.
11. 'What it Makes Sense to Say': Wittgenstein, rule-following and the
nature of education: Nicholas C. Burbules and Richard Smith.
12. Lightning and Frenzy: Music education, adolescence, and the anxiety of
influence: Paul Standish.
13. Break with Tradition: Marshall's contribution to a Foucauldian
philosophy of education: Lynda Stone.
14. Photograph and Curriculum Vitae and Major Works of James D. Marshall.
15. Interview with James Marshall: Paulo Ghiraldelli Jr.
16. James D. Marshall: Philosopher of Education: Michael A. Peters.
17. For Jim: My friend: Kevin Harris.
18. Stone/Marshall Wedding Address: D. C. Phillips.
19. Fragments of Life before Foucault: Colin Lankshear.
20. James D. Marshall Reply.
Notes on Contributors.
Index.

Rezensionen

"A New Zealand philosopher of education, Marshall has researchedand written widely on the positivist influence on education and therelevance of Wittgenstein and Foucault for education. These essays,by former students, colleagues and acquaintances are anappreciation of and for his work . . . One of the interviews (withMichael Peters) is particularly insightful and suggestive forstudents of education."
Choice