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"Allen, Ansgar"
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Bataille and the Poverty of Academic Form
This paper argues that the dominant modes of academic address, the conference paper, the journal article, and the monograph, reinforce problematic and exclusionary assumptions concerning what counts as legitimate research, whilst also restricting academic enquiry and impoverishing intellectual life. It makes its case by exploring in some detail the intellectual commitments of one the West’s more wayward 20th century thinkers, Georges Bataille. It suggests that Bataille presents not simply a conceptual armoury (and one among many) for critiquing Western logocentrism from within, but offers an example of what a less domesticated, less stylistically narrowed mode of thinking might look like.
Journal Article
Education & philosophy : an introduction
Philosophy is vital to the study of education, and a sound knowledge of different philosophical perspectives leads to a deeper engagement with the choices and commitments you make within your educational practice. This introductory text provides a core understanding of often difficult philosophical concepts. By introducing key thinkers in the context of wider themes and frameworks, it creates meaningful connections between theories and links them to different aspects of, and perspectives on, education.
Book
The Examined Life: On the Formation of Souls and Schooling
The spread of examination throughout educational institutions is often viewed as an overly constraining influence, one that distorts pedagogic relationships and prevents more genuine educational activities from taking place. This critique of examination ignores the extent to which the structure of the school and the soul of the child are already constituted by examining techniques. A survey of the 19th-century emergence of mass schooling shows that examining techniques have long been embedded in schools. The early development of mass schooling incorporated two distinct and enduring approaches to the formation of souls: disciplinary and pastoral examination. These examining practices would help construct the kind of self-governing subjectivities required by the nation-state. Those who seek to confront practices of examination today face a task that is far more demanding than it first appears. This confrontation would involve nothing less than a rigorous and wide-ranging critique of how examination and schooling in their various forms continue to assemble us as subjects of power.
Journal Article
Michael Young's The Rise of the Meritocracy: A Philosophical Critique
This paper examines Michael Young's
1958
dystopia, The Rise of the Meritocracy. In this book, the word 'meritocracy' was coined and used in a pejorative sense. Today, however, meritocracy represents a positive ideal against which we measure the justice of our institutions. This paper argues that, when read in the twenty-first century, Young's dystopia does little to dislodge the implicit appeal of a meritocratic society. It examines the principles of education and administrative justice upon which meritocracy is based, suggesting that since 1958 those principles have changed. Young's warning no longer has any effect on us because the meritocratic system it warns us against has been transformed.
Journal Article
Cultivating the myopic learner: the shared project of high-stakes and low-stakes assessment
This paper argues that, despite the obvious and important differences between high-stakes and low-stakes assessment, there remain important points in common. These manifest themselves at a sociological level, where each tradition of assessment shares a similar disposition towards power. It is argued that both high-stakes and low-stakes assessment, as they are practised in England today, act together in support of a wider regime of power. This regime relies upon the construction of specialised subjectivities, defined by a myopic and self-perpetuating concern with individual progression.
Journal Article
The objects of research
Ansgar Allen questions the motives of the impact agenda's growing band of champions
Journal Article
Psychology and Education: Unquestionable Goods
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book focuses on introducing the theoretical resources that the authors suggest can be drawn upon in situating a critical psychological practice. It introduces constructionist, narrative, post‐conventionalist and psychoanalytic theoretical resources for the construction of a critical educational psychology practice. The book also focuses on ethics and values in practice. It explores connections between critical educational psychology and critical disability studies. The book examines in differing ways how ethical concerns are inherent in everyday practice. It also explores the notion of expertise in practice, calling for a recognition of the multiple and diverse forms of expertise that are required for psychologists and clients to produce empowering working alliances. The book focuses on specific arenas of practice, including mental health, school behaviour policies, faith and educational psychology and the role of gender in school‐based exclusion practices.
Book Chapter