“‘Every educational system is a political means of maintaining or modifying the appropriateness of discourses with the knowledge and power they bring with them’ (Foucault, quoted in Ball, 1990, p. 3). Thus, as long as this particular classroom maintains its dominant discourse, it will remain a ‘political means’ of controlling young persons, which has far-reaching effects on their learning. However, power is not only negative; it is also productive: ‘it traverses and produces things, it induces … forms of knowledge, produces discourses’ (Foucault, 1980, p. 119). This idea raises possibilities of transforming the classroom episteme to alternative discourses such as the discourse of ‘disciplined activity’, which enables new or submerged understandings and practices to emerge. In this way the causes and elucidation of disruption will not be understood solely as problems with young human beings’ conduct and their control.” (138)
Ref: Zsuzsanna J. Millei (2005) ‘The Discourse of Control: disruption and Foucault in an early childhood classroom’ Contemporary Issues in Early Childhood, Volume 6, Number 2, pp.128-139
Reference is made to: Ball, S.J. (1990) Introducing Monsieur Foucault, in S.J. Ball (Ed.) Foucault and Education: disciplines and knowledge , pp. 1-8. London: Routledge. Foucault, M. (1980) Power/Knowledge: selected interviews and other writings, 1972-1977. Brighton: Harvester Press.