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Essay on Power goes to teachers students and discipline | ||
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This is the first 1,000 characters of 3605 words (14.42 pages) in the essay titled Power goes to teachers students and discipline For at least two decades discipline has been at or near the top of the list of public concerns about our schools.1 Nor should this surprise us; developing the mix of foresight, judgement, and self-control that enables (or perhaps just constitutes) discipline is an important task of childhood. As long as schools are places where part of a child’s education takes place, helping children develop discipline will be one of the problems — that is, legitimate tasks — that schools face. However, when used in school-talk, discipline often is translated into terms of control and power, not development or education. Discipline is often, perhaps usually, synonymous with classroom management.This sense of discipline-as-control will not seem strange to anyone who has read Michel Foucault, especially his Discipline and Punish.2 On his view, when we begin talking of the problem of discipline, we are really asking about the power relationships3 that exist within schools. Specifically, we should be asking what form of power4 we face, for power is multi-faceted. Foucault analyzes two forms of power in detail: sovereign and disciplinary. So let us examine each in turn. As Foucault describes in the first part of Discipline and Punish, sovereign power is that form expressed in recognizable ways through particular and identifiable individuals. The nodes of this form of power are the king, the prince, and the agents thereof. These individuals are visible agents of power, known by ... |
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Keywords: discipline and punish, education discipline, sovereign power, michel foucault, multi faceted, childs education, public concerns, flexes, classroom management, helping children, time of war, self control, foresight, judgement, nodes