Care of the Self in a Context of Accountability

by Michael G. Gunzenhauser - 2008

Background/Context: This article is a part of a larger philosophical and empirical project by the author and collaborators to understand the ways in which high-stakes accountability policy fosters normalizing educational practices and concomitant resistance by educators and students.

Purpose/Objective/Research Question/Focus of Study: In this article, the author explores how Michel Foucault’s notion of the “care of the self” might provide a conceptual basis for resistance to the normalizing practices and disciplinary power associated with high-stakes accountability and resulting educational practices.

Research Design: The author employs a philosophical analysis of key concepts associated with normalization, the care of the self, the educated self, and high-stakes accountability. The article is presented as a philosophical argument.

Conclusions/Recommendations: The author suggests that to shift attention from limited notions of the self toward expansive and creative possibilities for constituting the self requires clarity on what we mean by the educated self in a context of accountability. It also necessitates a new professional ethics characterized by critical reflection and intersubjective engagement.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Care of the Self in a Context of Accountability
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 110 Number 10, 2008, p. 2224-2244 ID Number: 15192, Date Accessed: 1/23/2020 2:49:08 AM

Purchase Reprint Rights for this article or review