Power as resistance: Using students’ subjugated knowledges to inform the Social Work curriculum

You are here

Research and Development in Higher Education: Enhancing Higher Education, Theory and Scholarship Vol. 30

July, 2007, 651 pages
Published by
Geoffrey Crisp & Margaret Hicks
ISBN
0 908557 72 8
Abstract 

This paper makes use a Foucauldian theoretical framework, referring to Foucault’s (1977a) concepts of ‘disciplinary practices’ and ‘subjugated knowledges’ to examine the changes made to a social work curriculum on Child and Family Care at the University of the Western Cape, an historically disadvantaged higher education institution in Cape Town, South Africa.

Keywords: students’ subjugated knowledges, social work curriculum, disciplinary practices

Power as resistance: Using students’ subjugated knowledges to inform the Social Work curriculum

pdf (264.13 KB)
Download
Bozalek, V.