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This article demonstrates how genealogy can be used as a method for critical education research. As Foucault emphasized, genealogy is a method for identifying the way in which the individuals are subjectified through discourse. The genealogical analysis in the article is defining two mayor tendencies in contemporary Danish pedagogy: Individualization and structuralizing. The analyses also show an example of how the two tendencies are intermingled in the Danish law of learning plans in day care institutions.
In this paper it is argued that in recent years, therapeutic techniques have played an increasingly significant role in Danish educational thinking. One way in which this therapeutic thinking discloses itself is in the ever-growing use of educational-therapeutic games as part of the educational practice. Theoretically, this paper is inspired by Foucault and we argue that educational-therapeutic games can be understood as a kind of confessional practice that introduces a pastoral power relationship between pupils and teachers. We present a small empirically based analysis of one of the frequently used therapeutic-educational games in Denmark, called «The Good Chair».
This article focuses on crying amongst the youngest children in preschool. The study is based on an critical ethnographic study, doing participating observations among children one and two years of age, and talks with the practitioners. How preschool practitioners compose and enact care through a bodily logic that includes different tones and rhythms are more complex than their talk about crying. Working with Foucaults material aspect of the subject and Deleuzes discussion about what a body may do, the article analyzes the complexity and visualization of crying. When practitioners talk about crying, smiling or clean faces they appear to be taking up particular dualistic verbal approaches. These can be read as taken for granted ways of thinking and talking, reflecting discourses of care intertwining age, gender and 'whiteness'. From this angle the article analyze how concepts have material consequences, as we know our world through concepts. Research among the youngest children may make visible the not yet known in our thoughts analyzing processes of materialization. These processes melt the material and discursive together and create practices of care in a preschool context.
The main purpose of this article is to focus what meanings the concept of quality is given in the political development of Swedish upper-secondary school. By using Quentin Skinners speech-act theory comparisons is made between the meanings formulated in the early 1990s and the now current investigation Framtidsvägen (SOU 2008:27). The result shows consequences for the goal- and resultoriented steering system as well as changes in the perspectives of citizenship education and ideolology.