No description available.

ABSTRACT A FOUCAULDIAN ANALYSIS OF NCLB: STUDENT DATA AS PANOPTIC SURVEILLANCE by Chris King The No Child Left Behind Act of 2001 (NCLB; Public Law 107-110) reauthorizes and expands the Elementary and Secondary Education Act of 1965 to require large amounts of student data for the purpose of academic surveillance. This study investigates the historical and philosophical components of Jeremy Bentham’s Panopticon as a model of surveillance to identify similarities between panopticism and the rubric of collecting student data required by NCLB. All public school districts are evaluated annually for adequate yearly progress (AYP). Under the auspices of this evaluation, all students must be tested, and all results must be included in each district’s AYP calculation. All African American, Hispanic, White, economically disadvantaged, special education, and limited English proficient (LEP) students must meet the same performance and participation standards. States individually develop minimum size criteria for evaluation of student groups. High schools must meet a graduation rate standard set by the state. NCLB’s comprehensive data compilation and student tracking initiatives are consistent with previous federal education policies to conduct data surveillance on students and teachers. Similar to Jeremy Bentham’s 18th century Panopticon model of penal supervision and rehabilitation, NCLB is transforming the schoolhouse into a correction house by unveiling technologies of surveillance and power. By using Benthamian and Foucauldian philosophical analyses, this dissertation examines NCLB’s worldview of student data and tracking, specifically from student subgroups, and their effects of panoptic surveillance. This dissertation proceeds with a review of the historical context of Jeremy Bentham’s Panopticon and Michel Foucault’s panopticism. This study recognizes various American educational reform movements from 1776 to 2002 in identifying the following panoptic disciplines: constant surveillance, hierarchical observation and categorization, and panoptic power. It considers the NCLB doctrine of data collection for student and teacher tracking purposes and presents an anticolonial analysis of NCLB’s methods of compiling and tracking student subgroup data using the works of anticolonial scholars Frantz Fanon, Sylvia Wynter, and Carter Woodson. The dissertation concludes with a synthesis of the questions and the problems presented by NCLB and the implications of this analysis for students and teachers.

Uppsatsen ämnar undersöka hur studenter inom IT-utbildningar uppfattar hur deras utbildning är, hur den påverkar deras kunskapsintag och val av yrkesposition. Vi har valt att utföra intervjuer med både systemvetare och datavetare för att se om det är någon skillnad beroende på hur teknisk deras utbildning är. Genom intervjuerna har vi analyserat studenternas mest förekommande ord och utifrån dem använder vi oss av Foucaults maktteori för att undersöka vilka maktrelationer som uppstår utifrån deras uttalanden. Maktrelationerna visar att studenterna upplever att utbildningens kursutbud samt lärarnas pedagogiska egenskaper har stort inflytande på deras kunskapsintag och skapar antingen positiva eller negativa åsikter. Även yrkesbranschen influerar studenternas känslor inför att börja arbeta. De upplever en osäkerhet då de känner att de inte vet vad yrkesbranschen förväntar sig av dem och de är osäkra på om de har tillräckligt med kunskap för att kunna börja arbeta. Slutligen visar resultaten att det uppstår en maktrelation mellan kvinnliga och manliga studenter. De studerar inom en utbildning där majoriteten är män och manliga studenter menar att det är upp till kvinnliga studenter att skapa en mer attraktiv miljö för att locka till sig fler kvinnor till utbildningen.

The aim of this study was to analyze discursive patterns in publications and attitude researches on bullying published by The Swedish National Agency for Education. The focus was largely on whether there is a pattern in the narration of how teachers and pupils are portrayed as perpetrators in a situation where bullying occurs. The empirical material of the study was acquired by use of a qualitative method where publications published between the years of 2002 and 2014 were selected. Dictums concerning teachers and pupils as bullies have been compared and surveyed where differences in how they were depicted was the object of analysis. To enable such a study, Foucault's theories on discourse and power were applied on the empirical material in the analysis.The result shows that bullying in general almost always refers to the pupil as the perpetrator while teachers are under-represented in the same context. Pupils as perpetrators are described through qualities such as aggression and lack of empathy,whereas teachers are described through external factors such as stress and extensive workload.

No description available.

Thesis (PhDSoSc)--University of South Australia, 2002.

This is a visual arts project consisting of 20% exegesis and 80% practical work. My work explores the visual possibilities of using the digital accumulation of data to convey socio-political concepts in relation to the surveillance of the individual in modern western society. The nature of surveillance is investigated with reference to Michel Foucault's metaphorical use of Jeremy Bentham's panopticon in describing the organization of society in the modern nation state. My critical interest lies in the intrusive aspect of surveillance in regard to the privacy of the individual and the concomitant sense of alienation and disempowerment. The concept of 'abstract reality' has been developed to describe the nature of the surveillance of the individual in the modern nation state.

Diplomarbeit - Universität, Marburg, 2006. / Includes bibliographical references (p. [163]-175) and indexes.

Zugl.: Potsdam, Univ., Diss., 2005

Zugl.: Bielefeld, Univ., Diss., 2007 / Hergestellt on demand