From the panopticon to the playground : disciplinary practices
Contribuinte(s) |
Meadmore, Daphne Burnett, Bruce Tait, Gordon |
---|---|
Data(s) |
2000
|
Resumo |
It is easy to take many of the practices that constitute the contemporary school for granted. Timetables, academic records, rows of desks, playgrounds, guidance counsellors now all seem a natural and inevitable part of an optimal learning environment. However, the evidence suggests that they did not appear by chance. Instead, they were put in place, albeit often in a piecemeal and haphazard way, as part of the process by which a new type of institution was constructed. By understanding the school as a disciplinary society, constituted through a variety of diverse practices, it becomes possible to re-interpret the way we have come to educate ourselves. No longer is the modern school some kind of pedagogic inevitability—simply the best and most obvious way to educate, the end result of two thousand years of trying to finally get it right. Rather, mass schooling, as we know it, is an historical by-product of changes in the way society was organised. It is a contingent collection of particular forms of government, deployed at different historical moments, often for quite different administrative and educational reasons. |
Identificador | |
Publicador |
Prentice Hall-Sprint Print |
Relação |
http://nla.gov.au/anbd.bib-an21657166 Tait, Gordon (2000) From the panopticon to the playground : disciplinary practices. In Meadmore, Daphne, Burnett, Bruce, & Tait, Gordon (Eds.) Practising Education : Social and Cultural Perspectives. Prentice Hall-Sprint Print, Frenchs Forest, N.S.W, pp. 7-18. |
Fonte |
Office of Education Research; Faculty of Education; School of Cultural & Language Studies in Education |
Palavras-Chave | #160809 Sociology of Education #Governance #Foucault #Discipline #Surveillance #Liberalism |
Tipo |
Book Chapter |