How can we explore how power operates in classrooms, looking at the power teachers hold through their social position alongside the flows of power between different actors? How can we understand how knowledge is intertwined with power for, as Michel Foucault put it, ‘there is no power relation without the correlative constitution of a field of knowledge, nor any knowledge that does not presuppose and constitute at the same time power relations’? In this blog, we advocate combining Foucault’s insights with the idea of epistemological moves, teacher statements that indicate to students what counts in terms of knowledge and ways of acquiring knowledge.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, sustainability, thinkers, ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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