Through mechanisms such as the regulation of time, the division of space, and the surveillance of their work, teachers are subjected to technologies of discipline. Aspects of recent educational reform proposals, such as professional hierarchies and national examinations, represent further
refinements in the disciplining of teachers. Drawing on the work of M. Foucault, the object of this essay is to analyse these technologies of disciplining teachers in schools and in current reforms, and to examine implications for educational change. Efforts to transform the existing order
must address the routine social practices in schools and elsewhere. Through the identification and investigation of forms of power in schools, possibilities for further criticism, resistance, and modifications of conditions can be extended.
Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.
Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.