The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of the Twenty-First Century

Popkewitz, Thomas S.; Olsson, Ulf; Petersson, Kenneth

doi:10.4324/9781315105369-6

Cited by 9 publications

(11 citation statements)

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“…Such paradigm, in turn, relates to and is intermeshed with an ongoing turn toward a politics of assimilationism with a focus on cultural homogeneity (Ålund et al, 2017), as well as more punitive agendas on (sub)urban disorder (Thapar-Björkert et al, 2019). The emphasis on discipline, order, and homogeneity as current features of neoliberal government have been observed and scrutinized, from similar post-Foucauldian perspectives as the one deployed in this examination, on a variety of social fields beyond the practice of sports-based interventions, such as for instance education and crime prevention (O’Malley, 2012; Popkewitz et al, 2006; Wahlgren, 2014). Highlighting the potential of midnight football programs and interventions alike is of great political significance as it is performative of how social segregation, inequalities, social problems, and solutions can be articulated and understood.…”

Section: Discussionmentioning

confidence: 99%

A Model of Discipline: The Rule(s) of Midnight Football and the Production of Order in Subjects and Society

Ekholm

Dahlstedt

2020

Journal of Sport and Social Issues

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This article explores the rationalities of social change of a sports-based intervention, midnight football, carried out on two sites in the suburban landscape of Sweden. Based on interviews with coaches and managers and on-site observations, we examine how rationalities and technologies of social change are promoted, how technologies of social change are assumed to operate within the intervention, and how the intervention objectives are formed in relation to the technologies promoted. The analysis is guided by a Foucauldian perspective on disciplinary and pastoral power. It displays how various conceptualizations of risk underpin the intervention, and, in particular, technologies of spatial and temporal diversion. Youth are (dis)located to perceived sites of order and rule, as midnight football is portrayed as a regulated arena in opposition to outside sites of disorder. To form and visualize the rules of law, coaches, ascribed the position of role-models and law-makers, have a particularly important role to play, embodying law, rule, and conduct. In addition, disciplinary power operates through normalizing sanctions, stressing the corrective influence of coaches and readjustment of youth conduct. The technologies promoted are underpinned by goals to form a certain order of subjects, where ideals of conduct can be transferred and proliferated to the world outside, forming order and security in society. Those deemed at-risk and in need of social change, are addressed by means of discipline and control. Conclusively, the technologies promoted appear more as a symptom of existing patterns of inequalities and segregation than as a solution to the challenges confronted.

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Section: Discussionmentioning

confidence: 99%

A Model of Discipline: The Rule(s) of Midnight Football and the Production of Order in Subjects and Society

Ekholm

Dahlstedt

2020

Journal of Sport and Social Issues

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“…Si esto es válido en general la educación se vuelve un punto de anclaje muy especial en tanto, así como fue una institución central en los procesos de normalización, en el presente se constituye en espacio clave en el que los sujetos son llamados a hacerse y auto-hacerse. Las pedagogías psi (SILVA, 1999), las pedagogías constructivistas (POPKEWITZ, 1996), pedagogías de las competencias (GRINBERG, 2008), o, en otras palabras, la configuración de las pedagogías al calor de la configuración de la sociedad de aprendizaje (BIESTA, 2005;SIMMONS & MASCHELEIM, 2008;POPKEWITZ, OLSON, PETTERSON; [15] ARTIGO guardan el hilo común de la individualización de los aprendizajes; de una gesta de la enseñanza que consiste en devenir coach de los alumnos y sus procesos.…”

Section: Gerenciamiento Conservador Y Educación: Las Tensiones Del Counclassified

Dispositivos, gubernamentalidad y educación en tiempos de gerenciamento conservador: un puzle para armar

Grinberg

2019

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Las nociones de dispositivo y gubernamentalidad han sido múltiplemente abordadas en las ciencias sociales, ésta última en especial ha sido eje de la pregunta por las transformaciones que desde finales del siglo XX nos han dejado viviendo en una era en que un particular modo del gobierno de sí llama a individuos, sujetos y comunidades a gestionarse y empoderarse, cuya contracara revierte cada vez en la pregunta por quiénes son los incluidos y los excluidos de la promesa de felicidad que trae consigo. Estamos asistiendo a modos donde esas formas del gobierno de sí se enfrentan con el problema del otro; esto es cuál promesa y quiénes son los prometidos. Nuevas lógicas del gobierno de la población asentado en la libertad de hacerse a uno mismo colisionan en sus propias tensiones. No se trata tanto de un giro en la lógica de la gestión de sí, sino de bifurcaciones que encuentran en esa libertad sus límites tanto respecto de las implicancias de ese hacerse como respecto de su control. En este marco de debates proponemos que la noción de dispositivo en su intersección con la de gubernamentalidad constituyen herramientas clave para la problematización del quiénes estamos siendo. Desarrollamos en este artículo un debate conceptual en torno de estas nociones para luego a modo de cierre procurar una aproximación a las dinámicas de nuestra presente era de gerenciamiento-conservador.

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“…As a means of responding to this noted "security problem", a broad repertoire of measures based on cooperation between a range of actors have been initiated, including not least the police, rescue services, social services, and schools (Forkby, 2018;Söderberg & Johansson, 2018). In the last decade, initiatives for crime prevention based on collaboration have become more prominent in Sweden (Popkewitz, Olsson, & Petersson, 2006;Wahlgren, 2014), as well as in other countries (Choukri, 2009;Eckes, Russo, & Osborne, 2012;Saltmarsh, Robinson, & Davies, 2012).…”

Section: Introductionmentioning

confidence: 99%

Fostering Agents of Change: Governing, Crime Prevention and Teaching for Security

Dahlstedt

Foultier

2020

Scandinavian Journal of Educational Research

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The article scrutinises a specific intervention for crime prevention through education, launched in one municipality of Sweden, in regard to how such education is set-up, the motives for initiating such education, and the kind of subject that such education is about to produce. Influenced by Michel Foucault's thought on governing, the article is based on interviews with actors involved in establishing principles for security and carrying out specific interventions at school. The analysis illustrates what could be characterised as a will to activate in the intervention in focus, that is, a particular form of governing mobilising the student's motivation and will to make active choices and active standpointsin the name of freedom, responsibility, and security.

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The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of the Twenty-First Century

Cited by 9 publications

References 0 publications

A Model of Discipline: The Rule(s) of Midnight Football and the Production of Order in Subjects and Society

A Model of Discipline: The Rule(s) of Midnight Football and the Production of Order in Subjects and Society

Dispositivos, gubernamentalidad y educación en tiempos de gerenciamento conservador: un puzle para armar

Fostering Agents of Change: Governing, Crime Prevention and Teaching for Security

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