Spady, W. G., & Mitchell, D. E. (1979). Authority and the management of classroom activities. In D. L. Duke (Ed.), Classroom management (pp. 75-115). Chicago: University of Chicago Press.

has been cited by the following article:

• TITLE: Foucault’s Discourse and Power: Implications for Instructionist Classroom Management

  AUTHORS: Victor Pitsoe, Moeketsi Letseka

  KEYWORDS: Discourse; Power; Instructionist Classroom Management; Bureaucratisation; Taylorism; Fordism; Social Reproduction

  JOURNAL NAME: Open Journal of Philosophy, Vol.3 No.1, February 8, 2013

  ABSTRACT: This article picks up on Foucault’s radical reconceptualisation of concept “power”, and presents asignificant challenge to contemporary discourses surrounding instructionist classroom management. We critique his approach to instructionist classroom management on the basis that it conceptualises power as domination in dealing with disruption in the classroom. We argue that power and discourse are interrelated constructs that the teacher uses to perpetuateTaylorism, Fordism andbureaucraticdomination in aninstructionist classroom setting. Drawing on Foucault’s and Bourdieu’s works, this document reviews:1) explores Foucault’s theory of discourse; 2) argues discourse as an instrument of power; 3) captures the philosophical perspectives on instructionist classroom management; and 4) argues a teacher’s power as a tool for social reproduction and domination in instructionist classroom setting.