Foucault and Contemporary Theories in Education SIG 45
Foucault and Contemporary Theories in Education SIG 45
SIG Purpose

The Foucault and Contemporary Theories in Education SIG provides a forum for scholars and researchers interested in post-philosophies, methodologies and thought related to the educational research. We are dedicated to the studies that either engage with the writings of Michel Foucault or the theoretical and post-space enabled by his thinking (post-humanism, new materialism, new empiricism). We are delighted to continue scholarly and intellectual conversations with other theory-focused SIGs. 

Message from SIG Chair

Welcome to Foucault and Contemporary Theories SIG

The Foucault and Contemporary Theories AERA SIG has been, for many years, a home for Foucault and all other Post - scholarship, including post-human and new materialist thinking. As a theory SIG, we see our mission as supporting all post-theories and inviting scholars to engage with a variety of contemporary theories. The space of the SIG has been utilised by scholars working with these theories as well as other philosophical and theory-infused research projects. We hope to continue to be a place of choice for this scholarship and to continue to share this space with all of you. 

If you wish to be part of the Leadership Team, please get in touch with us.

We hope to see you in San Francisco 2020


Dr Marek Tesar

Chair, Foucault and Contemporary Theories in Education 

Who We Are
Foucault and Contemporary Theories in Education SIG #45 

Leadership Team:

Dr Marek Tesar (Chair)

Dr David Carlson (Programme Chair)

Dr Sonja Arndt (Secretary/Treasurer)

Dr David Kupferman (Ex-Chair)

Dr Laura Smithers (Communication)

Dr Dinny Aletheiani Communication) 

Learn More

Key Initiatives


Foucault and Contemporary Theories in Education SIG

San Francisco, California


Call for Submissions

The theme for the 2020 annual meeting of the American Educational Research Association is “The Power and Possibilities for the Public Good when Researchers and Organizational Stakeholders Collaborate”. The call specifically speaks to resurrecting historical moments that have shaped AERA as a body and invites scholars to reach out to historically ignored organizations. The call also invites scholars to think more deeply about its historical emergences and discontinuities.

Finally, it urges scholars to consider more ways we can work with outside organizations in order to “examine collaboratively continuing educational problems.” The guiding research questions for this upcoming year’s meeting is: What possibilities for new research and problem solving in educational communities could be prompted if we committed, as an organized body of 25,000 members, to engaged deliberation with organizational stakeholders across the programming in 2020? Our SIG wants to do its part in this important call. In our effort to align our work with the general call for proposals, the Foucault and Contemporary Theories SIG of AERA wants to alter slightly the various angles of the general CFP. This upcoming year, we want to scholars to take seriously the historical impulses in the general CFP. In this vein, we want to incite thinking about Foucault’s archaeological/genealogical analytic.

Similarly, scholars may consider other historiographies beyond the presentist perspectives to help us reconsider historiographies in educational research? We also want to highlight other contemporary theories. Along these lines, scholars may consider the following questions: How might post-humanist and new materialisms help us reconsider how organizations and educational institutions interact? How might other contemporary theories (broadly defined) help us reimage educational and historical spaces? How might contemporary theories help educational scholars critique institutions? How might philosophical concepts help us reconsider the relationships within and between organizations and educational entities? How do political theories complicate political and ideological aspirations within and between organizations and educational entities? How much do ethical considerations (broadly defined) reflect or sway power relationships within and between organizations and educational entities? Finally, how might contemporary theories problematize the representation of data in research studies, and relatedly, how might this crisis of representation pose ethical challenges within and between organizations and educational entities?

We invite authors to submit their work to the Foucault and Contemporary Theories SIG who consider these and other related questions.

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