¹ Foucault, Michel, “Truth and Power,” in Power/Knowledge: Selected Interviews and Other Writings, 1972–1977, ed. Gordon, Colin “New York: Pantheon, 1980“, 109–33.Google Scholar

² According to Poster, Mark, “Foucault unmasks the epistemological innocence of the historian. He raises the discomforting question: What does the historian do to the past when he or she traces its continuity and assigns it its causes?…. The historian pretends to recreate the past, in Ranke's phrase, as it really was…. The historian accomplishes this goal without placing himself or herself in question.” See Poster, Mark, Foucault, Marxism, and History: Mode of Production versus Mode of Information “Cambridge: Polity Press, 1984“, 75.Google Scholar

³ Foucault, Michel, “The Subject and Power,” in Michel Foucault: Beyond Structuralism and Hermeneutics, 2nd ed., ed. Dreyfus, Hubert L. and Rabinow, Paul “Chicago, IL: University of Chicago Press, 1982“, 208–26.Google Scholar

⁴ Duggan, Lisa, “The Theory Wars, or, Who's Afraid of Judith Butler?,” Journal of Women's History 10, no. 1 “1998“: 9–10.Google Scholar

⁵ See, e.g., Appleby, Joyce, Hunt, Lynn, and Jacob, Margaret, Telling the Truth about History “New York: W. W. Norton & Company, 1995“; Burke, Peter, History and Social Theory, 2nd ed. “Ithaca, NY: Cornell University Press, 2005”; Jenkins, Kevin, ed., The Postmodern History Reader “New York: Routledge, 1997”; Poster, Mark, Cultural History and Postmodernity: Disciplinary Readings and Challenges “New York: Columbia University Press, 1997”.Google Scholar

⁶ The terms and uses of theory are mentioned twice very briefly in the 2000 Educational Researcher special issue, which includes Donato and Lazerson's feature article and subsequent commentaries from Dougherty, Jack, Mahoney, Kathleen, and Tyack, David. Mahoney brings up “theories of modernity and secularization” in relation to religion and education “p. 19”, and Tyack cites “theories of social capital” as “a new way of explaining events” “p. 19, original emphasis”. Neither one of them offers further elaboration of these theories. See, Donato, Rubén and Lazerson, Marvin, “New Directions in American Educational History: Problems and Prospects,” Educational Researcher 29, no. 8 “2000“: 4–15; Dougherty, Jack, “Are Historians of Education ‘Bowling Alone'? Response to Donato and Lazerson,” Educational Researcher 29, no. 8 “2000”: 16–17; Mahoney, Kathleen A., “New Times, New Questions,” Educational Researcher 29, no. 8 “2000”: 18–19; Tyack, David, “Reflections on Histories of U.S. Education,” Educational Researcher 29, no. 8 “2000”: 19–20.Google Scholar

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⁸ See, e.g., Pierre, Elizabeth St. and Pillow, Wanda, ed., Working the Ruins: Feminist Poststructural Theory and Methods in Education “New York: Routledge, 1999“; Weiler, Kathleen, ed., Feminist Engagements: Reading, Resisting, and Revisioning Male Theorists in Education and Cultural Studies “New York: RoutledgeFalmer, 2001”; Kumashiro, Kevin K., Troubling Education: Queer Activism and Anti-Oppressive Pedagogy “New York: RoutledgeFalmer, 2002”.Google Scholar

⁹ Nash, Margaret A., “The Historiography of Education for Girls and Women in the United States,” in Rethinking the History of American Education, ed. Reese, William J. and Rury, John L. “New York: Palgrave MacMillan, 2007“, 143–59; Franklin, Barry M., “Curriculum History and Its Revisionist Legacy,” in Rethinking the History of American Education, ed. Reese, William J. and Rury, John L. “New York: Palgrave MacMillan, 2007”, 223–43. On Foucautian analysis of the history of gender, see Scott, Joan W., Gender and the Politics of History “New York: Columbia University Press, 1988”. For examples of Foucaultian uses in education and curriculum history, see Popkewitz, Thomas S. and Brennan, Marie, ed., Foucault's Challenge: Discourse, Knowledge, and Power in Education “New York: Teachers College Press, 1997”; Popkewitz, Thomas S., Franklin, Barry M., and Pereyra, Miguel A., ed., Cultural History and Education: Critical Essays on Knowledge and Schooling “New York: RoutledgeFalmer, 2001”; Baker, Bernadette and Heyning, Katharina E., ed., Dangerous Coagulations? The Uses of Foucault in the Study of Education “New York: Peter Lang, 2004”; and Baker, Bernadette, ed., New Curriculum History “Rotterdam, the Netherlands: Sense Publishers, 2009”.Google Scholar

¹⁰ A revised version of that paper presentation was published as Coloma, Roland Sintos, “Disidentifying Nationalism: Camilo Osias and Filipino Education in the Early Twentieth Century,” in Revolution and Pedagogy: Interdisciplinary and Transnational Perspectives on Educational Foundations, ed. Ewing, E. Thomas “New York: Palgrave Macmillan, 2005“, 19–37.CrossRefGoogle Scholar

¹¹ Nevertheless, I am very thankful to Tamura, Eileen and Eick, Caroline whose scholarship, insights, and generous spirit inspire me. To Frey, Christopher, Graves, Karen, MacDonald, Victoria-Maria, Moyer, Diana, Mu$nToz, Laura, and Nash, Margaret, my appreciation for encouraging me to remain engaged with the field of history of education. It has been an enormous privilege to learn with and from Daza, Stephanie, Esmonde, Indigo, Flessa, Joseph, Gaztambide-Fernández, Rubén, McCready, Lance, Rhee, Jeong-eun, Subedi, Binaya, and Subreenduth, Sharon, who read and commented on earlier versions of this paper.Google Scholar

¹² For discussions of ontology, epistemology, and methodology in relation to research, see Lather, Patti, Getting Smart: Feminist Research and Pedagogy With/in the Postmodern “New York: Routledge, 1991“ and Lather, Patti, Getting Lost: Feminist Practices Toward a Double(d) Science “Albany, NY: State University of New York Press, 2007”.Google Scholar

¹³ Rousmaniere, Kate, “Historical Research,” in Foundations for Research: Methods of Inquiry in Education and the Social Sciences, ed. Kathleen, B. deMarrais and Lapan, Stephen D. “New York: Lawrence Erlbaum, 2003“, 38–40.Google Scholar

¹⁴ Dehli, Kari, “Women and Early Kindergartens in North America: Uses and Limitations of Post-Structuralism for Feminist History,” Pedagogy, Culture & Society 1, no. 1“1993“: 11–33.Google Scholar

¹⁵ Armstrong, Derrick, “Historical Voices: Philosophical Idealism and the Methodology of ‘Voice’ in the History of Education,” History of Education 32, no. 2 “2003“: 207–11.CrossRefGoogle Scholar

¹⁶ Rowlinson, Michael and Carter, Chris, “Foucault and History in Organization Studies,” Organization 9, no. 4 “2002“: 527–47.CrossRefGoogle Scholar

¹⁷ Poster, Foucault, Marxism and History, 73.Google Scholar

¹⁸ Foucault, Michel and Deleuze, Gilles, “Intellectuals and Power: A Conversation,” in Language, Counter-Memory, Practice: Selected Essays and Interviews by Michel Foucault, ed. Bouchard, Donald F. “Ithaca, NY: Cornell University Press, 1980“, 207–8.Google Scholar

¹⁹ I draw on Patti Lather's notion of “to be of use” which “involves a focus on how practices often viewed as neutral in effect police, produce, and constitute a field.” Patti Lather, “To Be of Use: The Work of Reviewing,” Review of Educational Research 69, no. 1 “1999”: 2–7.Google Scholar

²⁰ After his comment that theory as practice is not to “awaken consciousness,” Foucault states that “the masses have been aware for some time that consciousness is a form of knowledge; and consciousness as the basis of subjectivity is a prerogative of the bourgeoisie.” Foucault and Deleuze, “Intellectuals and Power,” 208.Google Scholar

²¹ White, Hayden, Metahistory: The Historical Imagination in Nineteenth-Century Europe “Baltimore, MD: Johns Hopkins University Press, 1973“; Scott, Joan W., Only Paradoxes to Offer: French Feminists and the Rights of Man “Cambridge, MA: Harvard University Press, 1996”; Guha, Ranajit, Dominance Without Hegemony: History and Power in Colonial India “Cambridge, MA: Harvard University Press, 1998”.Google Scholar

²² One major field in history that has generated robust discussions and debates in relation to Foucault and poststructuralism is women and gender history. See, for instance, the special issues and articles in the Journal of Women's History “vol. 15, no. 1, 2003; vol. 16, no. 2, 2004; vol. 16, no. 4, 2004; vol. 20, no. 1, 2008”. By no means extensive, my online search of U.S. historians who mobilize Foucault reveals that “1” few historians use terms like Foucault, poststructuralism, or even social, cultural, or critical theory to describe their work; “2” there are very few U.S. historians who use Foucault and are employed in history departments in the United States, like Gail Bederman at the University of Notre Dame; and “3” most historians of the United States who use Foucault are not employed in history departments, like Lisa Duggan at New York University and Emma Pérez at University of Colorado, Boulder. See, Bederman, Gail, Manliness and Civilization: A Cultural History of Gender and Race in the United States, 1880–1917 “Chicago, IL: University of Chicago Press, 1996“; Duggan, Lisa, Sapphic Slashers: Sex, Violence and American Modernity “Durham, NC: Duke University Press”.Google Scholar

²³ I deeply appreciate the research assistance and insights of Alexander Means and Anna Kim, both doctoral students in Sociology and Equity Studies in Education at OISE/UT. Their painstaking work and our discussions helped to shape the content and form of this section.Google Scholar

²⁴ This review is not exhaustive of all history of education journals since other major journals still remain to be examined, such as Paedagogica Historica “based in Europe” and History of Education Review “based in Australia and New Zealand”, journals of education history in other countries and regions, and those that are not written in English. One of the journals in our review, Historical Studies in Education, based in Canada, is a bilingual journal that publishes English and French articles. One of the articles that utilizes Foucault is written in French, and unfortunately neither I nor my graduate students can read French. This review also focuses on the most recent ten years, not accounting for Foucault's impact on history in general and on history of education in particular before 1999. For instance, the English translation of Foucault's first major book Madness and Civilization: A History of Insanity in the Age of Reason was initially published in 1971. One of the first historians in the United States to engage Foucault's ideas, Hayden White, published Metahistory in 1973. Hence, there has been a 20 + year period from the 1970s to the 1990s that Foucault's insights have been circulating in the English-speaking academe.Google Scholar

²⁵ In chronological order, the four articles are the following: Mona Gleason, “Disciplining the Student Body: Schooling and the Construction of Canadian Children's Bodies, 1930–1960,” History of Education Quarterly 41, no. 2 “2001”: 189–215; Petrina, Stephen, “Getting a Purchase on ‘The School of Tomorrow’ and Its Constituent Commodities: Histories and Historiographies of Technologies,” History of Education Quarterly 42, no. 1 “2002“: 75–111; Ryan, Patrick J., “A Case Study in the Cultural Origins of a Superpower: Liberal Individualism, American Nationalism, and the Rise of High School Life: A Study of Cleveland's Central and East Technical High Schools, 1890–1918,” History of Education Quarterly 45, no. 1 “2005”: 66–95; and Trotman, Janina, “Women Teachers in Western Australian ‘Bush’ Schools, 1900–1939: Passive Victims of Oppressive Structures?,” History of Education Quarterly 46, no. 2 “2006”: 249–73.CrossRefGoogle Scholar

²⁶ Gleason, “Disciplining the Student Body,” 191; Petrina, “Getting a Purchase.”Google Scholar

²⁷ Trotman, “Women Teachers in Western Australian ‘Bush’ Schools,” 273.Google Scholar

²⁸ Simola, Hannu, “From Exclusion to Self-Selection: Examination of Behaviour in Finnish Primary and Comprehensive Schooling from the 1860s to the 1990s,” History of Education 31, no. 3 “2002“: 207–26; Barman, Jean, “Encounters with Sexuality: The Management of Inappropriate Body Behaviour in Late-Nineteenth-Century British Columbia Schools,” Historical Studies in Education 16, no. 1 “2004”: 85–114, footnote 3.Google Scholar

²⁹ Thyssen, Geert, “Visualizing Discipline of the Body in a German Open-Air School “1923–1939”: Retrospection and Introspection,” History of Education 36, no. 2 “2007“: 247–64; Margolis, Eric and Fram, Sheila, “Caught Napping: Images of Surveillance, Discipline and Punishment on the Body of the Schoolchild,” History of Education 36, no. 2 “2007”: 191–211. See, also, Rousmaniere, Kate, Dehli, Kari, and de Coninck-Smith, Ning, ed., Discipline, Moral Regulation, and Schooling: A Social History “New York: Taylor and Francis, 1997”.CrossRefGoogle Scholar

³⁰ See, e.g., Grosvenor, Ian, Lawn, Martin, and Rousmaniere, Kate, ed., Silences and Images: The Social History of the Classroom “New York: Peter Lang, 1999“; Mietzner, Ulrike and Myers, Kevin, ed., Visual History: Images of Education “New York: Peter Lang, 2005”.Google Scholar

³¹ The six articles are listed in chronological order: Copeland, Ian, “Pragmatism: Past Examples Concerning Pupils with Learning Difficulties,” History of Education 30, no. 1 “2001“: 1–12; Armstrong, Felicity, “The Historical Development of Special Education: Humanitarian Rationality or ‘Wild Profusion of Entangled Events'?,” History of Education 31, no. 5 “2002”: 437–56; Verstraete, Pieter, “The Taming of Disability: Phrenology and Bio-power on the Road to the Destruction of Otherness in France “1800–1860”,” History of Education 34, no. 2 “2005”: 119–34; van Drenth, Annemieke, “Van Koetsveld and his ‘School for Idiots’ in The Hague “1855–1920”: Gender and the History of Special Education in the Netherlands,” History of Education 34, no. 2 “2005”: 151–69; Oliphant, John, “Empowerment and Debilitation in the Educational Experience of the Blind in Nineteenth-century England and Scotland,” History of Education 35, no. 1 “2006”: 47–68; Armstrong, Felicity, “Disability, Education and Social Change in England since 1960,” History of Education 36, nos. 4–5 “2007”: 551–68.Google Scholar

³² Armstrong, Felicity, “Disability, Education and Social Change,” 565–66.Google Scholar

³³ Peim, Nick, “The History of the Present: Towards a Contemporary Phenomenology of the School,” History of Education 30, no. 2 “2001“: 177–90; Patrice Milewski, “‘The Little Gray Book’: Pedagogy, Discourse and Rupture in 1937,” History of Education 37, no. 1 “2008”: 91–111; Götselius, Thomas, “The Vivid Alphabet: Media and Mass Literacy in the Early Modern Military State,” Historical Studies in Education 19, no. 2 “2007”: 53–81.Google Scholar

³⁴ According to Foucault, “The archive is first the law of what can be said, the system that governs the appearance of statements as unique events. But the archive is also that which determines that all these things said… are grouped together in district figures, composed together in accordance with multiple relations, maintained or blurred in accordance with specific regularities…. [It] defines at the outset the system of its enunciability… [and] the system of its functioning.” Michel Foucault, The Archaeology of Knowledge and the Discourse on Language “New York: Pantheon, 1972”, 129.Google Scholar

³⁵ The article is written by Margolis, Eric and Fram, Sheila “2007“, and published in History of Education, based in the United Kingdom.Google Scholar

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⁴¹ Dreyfus, Hubert L. and Rabinow, Paul, “Foucault's Interpretive Analytic of Ethics,” in Michel Foucault: Beyond Structuralism and Hermeneutics, 2nd ed. “Chicago: University of Chicago Press, 1982“.Google Scholar

⁴² The working title of my book project is Empire and Education: School Subjects in American Philippines. Google Scholar

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⁴⁸ Coloma, Roland Sintos, “White Gazes, Brown Breasts: Imperial Feminism and Disciplining Desires and Bodies in Colonial Encounters,” in Paedagogica Historica “2011, First article”: 1–19. “forthcoming, 2012“.Google Scholar

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⁵¹ Coloma, Roland Sintos, “Nationalism under Imperialism: Citizenship, Literacy, and The Philippine Readers“ “in preparation”.Google Scholar

⁵² Gleason, Mona, “Beyond Disciplined Questions: Interdisciplinarity and the Promise of Educational Histories,” Historical Studies in Education 17, no. 1 “2005“: 169–78.Google Scholar