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

DOI: 10.4236/ojpp.2013.31005   PDF   HTML     11,477 Downloads   16,777 Views   Citations

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.

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Pitsoe, V. & Letseka, M. (2013). Foucault’s Discourse and Power: Implications for Instructionist Classroom Management. Open Journal of Philosophy, 3, 23-28. doi: 10.4236/ojpp.2013.31005.

Conflicts of Interest

The authors declare no conflicts of interest.

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