Foucault’s Discourse and Power: Implications for Instructionist Classroom Management

Victor Pitsoe, Moeketsi Letseka

Department of Educational Leadership and Management, College of Education, University of South Africa, Pretoria, South Africa.

DOI: 10.4236/ojpp.2013.31005                

Abstract

This article picks up on Foucault’s radical reconceptualisation of concept “power”, and presents asignificant challenge to contemporary discourses surrounding instructionist classroom management. We critique his approach to instructionist classroom management on the basis that it conceptualises power as domination in dealing with disruption in the classroom. We argue that power and discourse are interrelated constructs that the teacher uses to perpetuateTaylorism, Fordism andbureaucraticdomination in aninstructionist classroom setting. Drawing on Foucault’s and Bourdieu’s works, this document reviews:1) explores Foucault’s theory of discourse; 2) argues discourse as an instrument of power; 3) captures the philosophical perspectives on instructionist classroom management; and 4) argues a teacher’s power as a tool for social reproduction and domination in instructionist classroom setting.

Keywords

Discourse; Power; Instructionist Classroom Management; Bureaucratisation; Taylorism; Fordism; Social Reproduction

Conflicts of Interest

The authors declare no conflicts of interest.

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