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Reading affect - on the heterotopian spaces of care and domestic work in private households
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In: Historical Social Research ; 33 ; 1 ; 252-277 (2012)
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142 |
Biopolitik und Technologien des Selbst: zur Subjektivierung von Macht und Herrschaft
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In: Die Natur der Gesellschaft: Verhandlungen des 33. Kongresses der Deutschen Gesellschaft für Soziologie in Kassel 2006. Teilbd. 1 u. 2 ; 5640-5648 ; Kongress "Die Natur der Gesellschaft" ; 33 (2012)
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143 |
Ist das wirklich wahr? Anmerkungen zu Genre, Kanon und Regel in narrativen Konstruktionen
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In: Psychologie und Gesellschaftskritik ; 24 ; 2 ; 37-58 (2012)
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Instituierende Praxen: fliehen, instituieren, transformieren
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In: Psychologie und Gesellschaftskritik ; 31 ; 1 ; 81-92 (2012)
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El análisis del discurso basado en la sociología del conocimiento (ADSC): un programa de investigación para el análisis de relaciones sociales y políticas de conocimiento
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 11 ; 3 ; 35 (2012)
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Entwicklungen im Feld der foucaultschen Diskursanalyse
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In: Historical Social Research ; 28 ; 4 ; 60-102 (2012)
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A Foucaultian genealogy of the Common Core State Standards' production of secondary English arts and the English language arts student
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Abstract:
This Foucaultian genealogical project examined the secondary English Language Arts standards of the Common Core State Standards, sponsored by the National Governors Association, the Council of Chief State School Officers, and 48 of the United States, in order to describe the school subject and the school student they enable as well as the conditions that enable those descriptions. Emerging from a network of adjacent forces, the practices and knowledge the Common Core English Language Arts Standards prescribe produce a neoliberal student subject to compete for college and career readiness in a 21st century global market. ; PhD ; Language and Literacy Education ; Language Education ; Elizabeth St. Pierre ; Elizabeth St. Pierre ; James Marshall ; Donna Alvermann
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Keyword:
Common Core State Standards; education policy; education reform; ELA; genealogy; literacy; Michel Foucault; standards; standards-based reform
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URL: http://purl.galileo.usg.edu/uga_etd/sanford_amy_d_201205_phd http://hdl.handle.net/10724/28094
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148 |
Postcolonial studies after Foucault : Discourse, discipline, biopower, and governmentality as travelling concepts
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Willaert, Thijs. - : Justus-Liebig-Universität Gießen, 2012. : FB 05 - Sprache, Literatur, Kultur. Anglistik, 2012
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Parresía y diferencia ética: consideraciones sobre el último Foucault
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In: Jiménez Redondo, Manuel. "Parresía y diferencia ética: consideraciones sobre el último Foucault" En: Bermúdez, J. A. (Ed) (2012). Michael Foucault, un pensador poliédrico. PUV, p. 121-142. ISBN: 9788437081342 (2012)
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Thinking differently about guidance: power, children's autonomy and democratic environments
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The kafkian smile of Foucault
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In: Fórum Linguístico, Vol 8, Iss 2, Pp 159-164 (2012) (2012)
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Foucault: Orden y tiempo
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In: Mutatis Mutandis: Revista Latinoamericana de Traducción, ISSN 0211-799X, Vol. 5, Nº. 1, 2012 (Ejemplar dedicado a: Traducción de textos filosóficos en el ámbito latinoamericano e iberoamericano), pags. 111-131 (2012)
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Pedagogical and Colonial Power Discourses in William Shakespeare’s The Tempest
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In: Cross-Cultural Communication; Vol 8, No 2 (2012): Cross-Cultural Communication; 7-14 ; 1923-6700 ; 1712-8358 (2012)
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The Master’s Tale and the Slave’s Narrative: The Book of John Mandeville, Leo Africanus’ “A Geographical Historie of Africa” and Christopher Marlowe’s The Jew of Malta
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In: Cross-Cultural Communication; Vol 8, No 1 (2012): Cross-Cultural Communication; 74-79 ; 1923-6700 ; 1712-8358 (2012)
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The Product of text and 'other' statements : discourse analysis and the critical use of Foucault
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