* Jennifer Gore (1998)
http://www.newcastle.edu.au/profile/jenny-gore
https://books.google.co.kr/books?id=gGZvQgAACAAJ&dq=foucault%27s+challenge+discourse&hl=ko&sa=X&redir_esc=y
- (p. 232) 이 장에서 나는 학교에서의 power relation을 분석하는 데 도움이 될 만한 두 가지 질문에 대해 논하고자 한다: Microlevel의 교육실천(아마도 교실 교수학습 상황을 염두에 두고 하는 말인 듯 함)에서 power relation은 어떻게 기능하는가; 이러한 power relation은 다른 교육 현장에 어느 정도 연속성을 갖는가?
- Eight patterns of power exercise
1. Surveillance (감시, 사찰). Surveillance is defined as supervising, closely observing, watching, or threatening to watch. It also includes singling out individuals, regulating behavior.
- “****, you bring in calculator today. What are you doing with it?” / “Silence.”
2. Normalization (표준화). Normalization is defined as invoking, requiring, setting, or conforming to a standard-defining the normal. Foucault (1977) highlighted the importance of “normalizing judgment,” or normalization, in the functioning of modern disciplinary power. He explained that such normalization judgment often occur through comparison, so that individual actions are referred “to a whole that is at once a field of comparison, a space of differentiation and the principle of a rule to be followed” (p. 182).
- “Today’s test is easy. You all have to take 100 points.”
3. Exclusion (제외, 배타). The category of exclusion was used in Gore’s research to mark the negative side of normalization-the defining of the pathological. Foucault refers to exclusion as a technique for tracing the limits that will define difference, defining boundaries, setting zones.
- “You cannot be chatting merrily and writing at the same time.” – from Gore(1998)
4. Classification (구분). Classification is defined as differentiating groups or individuals from one another, classifying them, classifying oneself.
- “****, you may answer in English.”
- "****, you got 100 points last time."
5. Distribution (배분, 구획화). Distribution is defined as distributing bodies in space-arranging, isolating, separating, forming, or ranking individuals or groups.
- “This table reads first.” / Korean language pronunciation test / Dictation test
6. Individualization (개별화). Gore defined individualization as a technique to give individual character to oneself or another. As it seems this definition and the examples she illustrated are not clear, I reconceptualize this as a technique to give students a teacher’s view of the world or sense of values under the assumption that his/her view or sense is general and worth teaching.
7. Totalization (집단화). Totalization is defined as specifying collectivities, giving collective character, or forming a readily recognizable element of pedagogical activity. Sometimes totalization is achieved through simple linguistic structures such as using the word ‘we,’ or ‘let’s do ~.’
8. Regulation (통제). Regulation is defined as ‘controlling by rule, subject to restrictions, invoking a rule, including sanction, reward, punishment.’ While all of the previous techniques of power could be seen to have regulating effects, this category was used specifically to code incidents in which regulation was explicit.
- “You deserve one sticker.” / Homework
http://www.newcastle.edu.au/profile/jenny-gore
| Gore JM, 'Disciplining Bodies: On the Continuity of Power Relations in Pedagogy', Foucault's Challenge: Discourse, Knowledge, and Power in Education, Teachers College, Columbia University, Danvers MA 231-251 (1998 |
https://books.google.co.kr/books?id=gGZvQgAACAAJ&dq=foucault%27s+challenge+discourse&hl=ko&sa=X&redir_esc=y
- (p. 232) 이 장에서 나는 학교에서의 power relation을 분석하는 데 도움이 될 만한 두 가지 질문에 대해 논하고자 한다: Microlevel의 교육실천(아마도 교실 교수학습 상황을 염두에 두고 하는 말인 듯 함)에서 power relation은 어떻게 기능하는가; 이러한 power relation은 다른 교육 현장에 어느 정도 연속성을 갖는가?
- Eight patterns of power exercise
1. Surveillance (감시, 사찰). Surveillance is defined as supervising, closely observing, watching, or threatening to watch. It also includes singling out individuals, regulating behavior.
- “****, you bring in calculator today. What are you doing with it?” / “Silence.”
2. Normalization (표준화). Normalization is defined as invoking, requiring, setting, or conforming to a standard-defining the normal. Foucault (1977) highlighted the importance of “normalizing judgment,” or normalization, in the functioning of modern disciplinary power. He explained that such normalization judgment often occur through comparison, so that individual actions are referred “to a whole that is at once a field of comparison, a space of differentiation and the principle of a rule to be followed” (p. 182).
- “Today’s test is easy. You all have to take 100 points.”
3. Exclusion (제외, 배타). The category of exclusion was used in Gore’s research to mark the negative side of normalization-the defining of the pathological. Foucault refers to exclusion as a technique for tracing the limits that will define difference, defining boundaries, setting zones.
- “You cannot be chatting merrily and writing at the same time.” – from Gore(1998)
4. Classification (구분). Classification is defined as differentiating groups or individuals from one another, classifying them, classifying oneself.
- “****, you may answer in English.”
- "****, you got 100 points last time."
5. Distribution (배분, 구획화). Distribution is defined as distributing bodies in space-arranging, isolating, separating, forming, or ranking individuals or groups.
- “This table reads first.” / Korean language pronunciation test / Dictation test
6. Individualization (개별화). Gore defined individualization as a technique to give individual character to oneself or another. As it seems this definition and the examples she illustrated are not clear, I reconceptualize this as a technique to give students a teacher’s view of the world or sense of values under the assumption that his/her view or sense is general and worth teaching.
7. Totalization (집단화). Totalization is defined as specifying collectivities, giving collective character, or forming a readily recognizable element of pedagogical activity. Sometimes totalization is achieved through simple linguistic structures such as using the word ‘we,’ or ‘let’s do ~.’
8. Regulation (통제). Regulation is defined as ‘controlling by rule, subject to restrictions, invoking a rule, including sanction, reward, punishment.’ While all of the previous techniques of power could be seen to have regulating effects, this category was used specifically to code incidents in which regulation was explicit.
- “You deserve one sticker.” / Homework
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