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Introduction Interdisciplinary Approaches to Educational Reform Within a Foucaultian Framework

The articles in this issue are a result of an interdisciplinary dialogue that ensued as part of a year-long reading group on the works of Michel Foucault, initiated by the faculty from various different departments in the school of Education at C.W. Post of Long Island University. Even though a prior knowledge of Foucault’s work was not required, the readings stemming primarily from the History of Sexuality Volume 1 (Foucault 1980a), and the Archeology of Knowledge (Foucault 1972) were conceptualized around Foucault’s discussion on power, knowledge, and subjectivity as it affected education in its various forms. Faculty ranging from fields as diverse as counseling, early childhood, curriculum and instruction, literacy and language, and art education came together once a month to explore Foucault’s ideas in depth (presenters volunteered to explicate assigned sections of the books), each member elucidating the relevance of the topic under discussion to their own area of interest.1