Foucault and Lifelong Learning: Governing the Subject

Over the last fifteen to twenty years, there has been increasing interest in the work of Michel Foucault in the social science in general and in relation to education in particular. This, the first book to link Foucault and lifelong learning, explores the significance of Foucaulta??s work for our understanding of the policies and practices of lifelong learning. Since the ground-breaking work of Stephen Ball in 1990, there have been many texts which have explored the significance of Foucaulta??s work for education. However, most of those texts have focused on the significance of Foucault for schooling and for higher education. With its great spread of international contributors, this book brings together different approaches to the analysis of lifelong learning derived from Foucault, including: socio-political systems of governance institutions for education and training understandings ofourselves as citizens within society identity, gender and diversity Foucaulta??s contribution to research on lifelong learning Taking up differing resources and possible approaches to Foucault, the articles focus on the significance of lifelong learning for educational policy and practice and the wider societies of which education is a part. This book therefore offers new insights into lifelong learning and makes a significant contribution to its study and to the wider use of Foucault within educational studies.

Andreas Fejes is a senior lecturer and postdoctoral fellow in Education at Linkoping University, Sweden. His research explores lifelong learning and adult education, in particular drawing on poststructuralist theory. He has recently published articles in Journal of Education Policy, Educational Philosophy and Theory, International Journal of Lifelong Education and Teaching in Higher Education. Katherine Nicoll is a senior lecturer in Education at the University of Stirling, Scotland. Her research explores post-compulsory and professional education and policy, in particular drawing on poststructuralist theory. She has recently published Rhetoric and Educational Discourse: persuasive Texts? (with R. Edwards N$$$ Solomon and R. Usher, 2004) and Flexibility and Lifelong Learning Policy, Discourse and politics (2006).