Why Michel Foucault in Norwegian Special-Education Research?

  • Hege Knudsmoen
  • Eva Simonsen
Keywords: special education, deviance, conduct, archaeology, genealogy, ethics, Norway

Abstract

This article seeks to identify what impact the works of Michel Foucault have had on special-education research in Norway. We also discuss what his writings may contribute to future research.  Foucault’s perspectives are far from dominant in special-education research today. We present research within the relevant social sciences which has been influenced by Foucault and which has had impact on special-education research. We aim to demonstrate that Foucault’s genealogy of ethics may bring new insights and a new critical approach to special-education research. The ethics of inclusion are particularly constructive and productive in both pedagogy and special-education research. In the discussion of Foucault’s relevance in special-education research, we focus on his texts on governmentality to conduct and govern a learner and the ethics of inclusion. The mode of subjectivity highlights the productive nature of disciplinary power – how it names and categorizes learners, the conduct of conduct or how learners govern themselves under education.

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Published
2016-03-29
How to Cite
Knudsmoen, H., & Simonsen, E. (2016). Why Michel Foucault in Norwegian Special-Education Research?. Nordic Journal of Social Research, 7. https://doi.org/10.7577/njsr.2094