ABSTRACT

For Foucault, discourses shape people’s knowledge and inform how they act in a society. Power over others is legitimated by dominant discourses, a means through which hegemony discloses itself: a given group is entitled to oppress another. As a parent-educator based in Italy, I see such discourses manifesting themselves in actions and speeches. As a researcher, I also perceive the power of the dominant discourse promoted by the Western academies, which excludes many diverse knowledge systems present in the world. Using personally-orientated action research, in my living-educational-theory enquiry I aim to make a more aware contribution in the socio-historical and socio-cultural context I live in. I therefore clarify which values inform my way of being, and I analyse how much I’ve been influenced by dominant discourses which go against the values I hold. It is my responsibility to respect and absorb different types of knowledge, recognising the other as significant. In this, I’m led by a sense of hope: while acting against dominant discourses, I, and others, are making use of our social imaginations. In my hometown a community of authentic learners is forming. In it, we seek to convert ‘power-over’ to ‘power-with’ as we generate educational knowledge together.

摘要

对福柯来说，话语塑造人们的知识并告知他们如何在社会中行动。支配他人的权力被支配性话语合法化，霸权通过这种方式暴露自己：一个特定的群体有权压迫另一个群体。作为驻意大利的家长教育者，我看到这样的话语在行动和演讲中表现出来。作为研究者，我也感受到了西方学术界所倡导的主流话语的力量，它排除了世界上存在的许多不同的知识体系。使用以个人为导向的行动研究，在我的生活教育理论调查中，我的目标是在我所生活的社会历史和社会文化背景下做出更有意识的贡献。因此，我澄清了哪些价值观影响了我的存在方式，我分析了我在多大程度上受到了与我所持有的价值观背道而驰的主流话语的影响。这是我的有责任尊重和吸收不同类型的知识，承认对方的重要性。在这方面，我被一种希望所引领：在反对主流话语的同时，我和其他人正在利用我们的社会想象力。在我的家乡，一个真正的学习者社区正在形成。在其中，当我们共同产生教育知识时，我们寻求将“power-over”转化为“power-with”。