福柯、主体性与权力批判——兼论批判教育学的批判理论  

Foucault,Subjectivity and Power Critique:Concurrently on the Critical Theory of Critical Pedagogy

作　　者：戎庭伟[1] 

机构地区：[1]浙江大学教育学院,博士研究生杭州310028

出　　处：《全球教育展望》2014年第5期27-35,共9页Global Education

摘　　要：批判教育学的权力批判,沦为一种再生产与抵制话语的强迫重复现象。这种误区根源于他们试图从权力外部入手、寻求客观知识进行抵制的思路,没有正确识别当前教育权力的多元构成特点,以及权力与主体之间的共构关系。福柯式微观权力分析发现,教育权力由国家、地方、教师、儿童等多元矛盾性主体偶然性构成,其目的在于生产儿童。这些特征决定了有效的权力批判必须从权力关系内部入手、发挥批判者自身的觉悟意识,以自身主体性的分析为内容而展开。Power critique of Critical Pedagogy has been reduced to compulsive competition revolving around “reproduction” and “resistance”. The wrong cognition was stem from their misunderstand- ing of power in education and relationship between power and subject. Resistance outside of power, or dependence on objective knowledge, would not make critique successful. From the power analy- sis of Michel Foucault, it turned out that power in education consists contingently of that of the state, the region, the teacher and the child, aiming to bring the child into being. So the effective power critique works from within subjectivity： the critic itself should be aware of the mechanism of power, and understanding how he/she was produced by it.

关 键 词：教育权力 批判教育学 主体性 再生产 抵制 福柯 

分 类 号：G40-091[文化科学—教育学原理]