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Power and Education pp 88–108Cite as

Palgrave Macmillan

Researching Power and the Power in Research

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Abstract

Over the last 25 years, Foucault has become a mainstay of Anglophone educational research, especially in analyses of power, discourse, and subjectivity (see, for example, Ball, 1990, 2013; Besley and Peters, 2007), and in particular with regards to sexuality and gender (for example, Baker and Heyning, 2004). But as theory has taken a number of ‘turns’ away from poststructuralism in recent years, Foucault is no longer the ‘theory du jour’, as Dan Butin (2006) puts it, after’ demonising’ the modus operandi of educational policy. While theorists such as Bourdieu seem to have retained currency among sociologists of education, Foucault seems to have been displaced by newer mavericks such as Bruno Latour and the Actor Network theorists and socio-materialists that followed (see for example, Fenwick and Edwards, 2010; 2012).

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Authors
  1. Naomi Hodgson
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Editors and Affiliations

  1. Technical University of Dresden, Germany

    Antonia Kupfer (Professor of Macrosociology) (Professor of Macrosociology)

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© 2015 Naomi Hodgson

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Hodgson, N. (2015). Researching Power and the Power in Research. In: Kupfer, A. (eds) Power and Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137415356_6

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