Becoming Otherwise: Michel Foucault and Educational Research in the United States.
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| Title: | Becoming Otherwise: Michel Foucault and Educational Research in the United States. |
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| Authors: | Coloma, Roland Sintos (AUTHOR) |
| Source: | Educational Studies. Jul/Aug2025, Vol. 61 Issue 4, p454-472. 19p. |
| Subjects: | Education research, Social control, Social justice, Foucault, Michel, 1926-1984, Social processes, Historians, Conformity, Participant observation, Biopolitics (Philosophy) |
| Geographic Terms: | United States |
| Abstract: | This article provides a descriptive review of French philosopher and historian Michel Foucault's influence on educational research in the United States over the past 25 years. While early collections in the late 1990s noted limited engagement with Foucault in education, the subsequent decades have witnessed his profound and lasting impact across multiple domains. By analyzing major education journals, edited collections, and scholarly monographs, this review maps the trajectory of Foucaultian scholarship in US educational research since the early 2000s. The analysis reveals that Foucault's concepts of disciplinary power, surveillance, normalization, and biopower have fundamentally shaped how education scholars understand schools as sites of social control and knowledge production. His genealogical method has enabled researchers to examine the historical formation of educational categories, practices, and subjectivities. The review identifies significant engagement with Foucault's work across diverse fields, including social foundations of education, curriculum studies, and qualitative research. However, reception varies considerably across subdisciplines based on ontological, epistemological, and methodological orientations. It also highlights the ways the author has utilized Foucault's work and perspectives in his research and teaching. Moreover, the review identifies a crucial gap: Foucault's concepts of race and state racism have not been fully explored in US educational research. This represents perhaps the most compelling frontier for future research, particularly given ongoing concerns about educational equity and racial justice. This descriptive and analytical mapping offers a generative foundation for understanding both the achievements and limitations of Foucaultian education scholarship in the United States. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article provides a descriptive review of French philosopher and historian Michel Foucault's influence on educational research in the United States over the past 25 years. While early collections in the late 1990s noted limited engagement with Foucault in education, the subsequent decades have witnessed his profound and lasting impact across multiple domains. By analyzing major education journals, edited collections, and scholarly monographs, this review maps the trajectory of Foucaultian scholarship in US educational research since the early 2000s. The analysis reveals that Foucault's concepts of disciplinary power, surveillance, normalization, and biopower have fundamentally shaped how education scholars understand schools as sites of social control and knowledge production. His genealogical method has enabled researchers to examine the historical formation of educational categories, practices, and subjectivities. The review identifies significant engagement with Foucault's work across diverse fields, including social foundations of education, curriculum studies, and qualitative research. However, reception varies considerably across subdisciplines based on ontological, epistemological, and methodological orientations. It also highlights the ways the author has utilized Foucault's work and perspectives in his research and teaching. Moreover, the review identifies a crucial gap: Foucault's concepts of race and state racism have not been fully explored in US educational research. This represents perhaps the most compelling frontier for future research, particularly given ongoing concerns about educational equity and racial justice. This descriptive and analytical mapping offers a generative foundation for understanding both the achievements and limitations of Foucaultian education scholarship in the United States. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131946 |
| DOI: | 10.1080/00131946.2025.2550767 |
