What's Foucault Got to Do with It? History, Theory, and Becoming Subjected

Author:

Butchart Ronald E.

Abstract

The three essays before us constitute an indictment of the field of the history of education for its neglect of theory. Read linearly, from the Introduction through Coloma, the indictment becomes increasingly strident, moving from a gentle call for greater consideration of the potential contributions of theory for historical writing to a condemnation of the field for its parochial “indifference, imperviousness, and perhaps even resistance” to theory. As one practitioner within the field who shares with these authors a keen relish for theory and philosophy of history, I regret that the challenge to the field to attend more carefully to the possibilities of theory has been presented in exactly this form. My regret flows from the indictment's incoherent form, from its misleading evidentiary base, from its curious move from a broad embrace of multiple theoretical stances to a narrow, crabbed insistence on only one deeply problematic theory as acceptable evidence of the field's theoretical sophistication, and from the stunning effort in the last essay to appropriate and deploy language as power in order to marginalize and exclude from historical inquiry all but the narrowest range of discourse traditions. I will take up each of those issues in turn.

Publisher

Cambridge University Press (CUP)

Subject

History,Education

Reference7 articles.

1. Appleby Joyce , Hunt Lynn , and Jacob Margaret , Telling the Truth about History “New York: W. W. Norton and Company, 1995“; Novick Peter , That Noble Dream: The “Objectivity Question” and the American Historical Profession “Cambridge, UK: Cambridge University Press, 1988”; Munslow Alun , Deconstructing History “London: Routledge, 1997”; Munslow, The Routledge Companion to Historical Studies“London: Routledge, 2000”; Jenkins Keith , Re-Thinking History “London: Routledge, 1991”.

2. Coloma indicates in note 24 that he intends, in the future, to also examine Paedagogica Historica. Given its reputation among historians of education as the journal to which they turn for theoretical essays and the venue in which to publish more theoretical work, it is curious, at least, that he did not begin with that journal. To have done so would have undermined the polemical intent of the essay, however.

3. Coloma buries two of those books in his footnotes “notes 9 and 30”; Cohen is entirely absent. See Popkewitz Thomas S. , Franklin Barry M. , and Pereyra Miguel A. , eds., Cultural History and Education: Critical Essays on Knowledge and Schooling “New York: RoutledgeFalmer, 2001“; Cohen Sol , Challenging Orthodoxies: Toward a New Cultural History of Education “New York: Peter Lang, 1999”; Grosvenor Ian , Lawn Martin , and Rousmaniere Kate , eds., Silences and Images: The Social History of the Classroom “New York: Peter Lang, 1999”; Reese William J. and Rury John L. , Rethinking the History of American Education “New York: Palgrave Macmillan, 2007”.

4. The Challenge of the Visual in the History of Education;Depaepe;Paedagogica Historica,2000

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