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By Elizabeth Laird

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Subsequent developments have taken place at the local political, i­nstitutional, and individual levels as Europe has sought to standar­ dise practices of measurement, presentation, and accountability within and across the member states. pdf, p. 1 (accessed 29 October 2015) Constructing Europe 45 ‘Europeanisation’ of Europe, this requires the categorisation of ­phenomena as European.

The concern with voice and reflexivity in educational research is not understood simply as the result of a form of subjectivity that calls on us to account for ourselves explicitly. This shift is also seen to result from the adoption of poststructuralist and postmodernist thought in recent decades. It is argued, however, that the way in which such thought is taken up in educational research impedes the critique it is able to provide. This is illustrated using the example of the way in which Foucault’s work has been used in the study of education.

Foucault’s understanding of power then rejects the idea of power as an entity and as dominating and repressive. For Foucault, freedom is a pre‐requisite for power. As shown in the contrast between violence and power above, power exists between individuals faced with a field of possibilities for action. There is not a binary – freedom or power – but a ‘complicated interplay’ (p. 221). It is in this interplay that power relations are effected and wherein, also, lies the possibility of resist­ ance.

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