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Abstract

This paper articulates a feminist poststructural philosophy of education by combining the
work of Luce Irigaray and Michel Foucault. This acts as an underpinning for a philosophy
of desire (McWilliam, 1999) in education, or as a minor philosophy of education where
multiple movements of bodies are enacted through theoretical methodologies and research.
These methods include qualitative analysis and critical discourse analysis; where the
conjunction Irigaray-Foucault is a paradigm for dealing with educational phenomena.
It is also a rigorous materialism (Braidotti, 2005) that opens up the way in which we
think about philosophical bodies in education with language. This simultaneously creates
gaps in our thinking about the problems associated with philosophical bodies in education,
where the imagination may intercede and Eros can do his work, ‘For if Eros possessed all
that he desires, he would desire no more’ (Irigaray, 1993, p. 22).

Item Type:	Article
Authors/Creators:	Cole, DR
Keywords:	philosophy, bodies, Irigaray, Foucault, language, knowledge, education, reproduction.
Journal or Publication Title:	Educational Philosophy and Theory
Publisher:	Blackwell Publishing LTD
ISSN:	0013-1857
DOI / ID Number:	https://doi.org/10.1111/j.1469-5812.2007.00378.x
Additional Information:	The definitive version is available at www.blackwell-synergy.com
Item Statistics:	View statistics for this item

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