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Drawing on a Foucaultian genealogy to consider the constructions of psychopathology and sexualities in young people

Harwood, Valerie and Rasmussen, Mary 2003, Drawing on a Foucaultian genealogy to consider the constructions of psychopathology and sexualities in young people, in NZARE/AARE 2003 : Educational research, risks and dilemmas : New Zealand Association for Research in Education and the Australian Association for Research in Education, [Australian Association for Research in Education], [Coldstream, Vic.], pp. 1-13.

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Title Drawing on a Foucaultian genealogy to consider the constructions of psychopathology and sexualities in young people
Author(s) Harwood, Valerie
Rasmussen, Mary
Conference name New Zealand Association for Research in Education and the Australian Association for Research in Education. Joint Conference (2003 : Auckland, N.Z.)
Conference location Auckland, N.Z.
Conference dates 29 Nov. - 3 Dec. 2003
Title of proceedings NZARE/AARE 2003 : Educational research, risks and dilemmas : New Zealand Association for Research in Education and the Australian Association for Research in Education
Editor(s) van Til, E.
Publication date 2003
Conference series New Zealand Association for Research in Education and the Australian Association for Research in Education Joint Conference
Start page 1
End page 13
Publisher [Australian Association for Research in Education]
Place of publication [Coldstream, Vic.]
Summary This paper employs genealogical strategies to analyse examples from our own research in education relating to the construction of psychopathology and sexualities. We consider the application of four angles of scrutiny, discontinuity, contingency, emergences and subjugated knowledges (Foucault 1977, 1980, 1988). We explain the four angles of scrutiny and consider how these can be used to produce research practices commensurate with Foucaultian inspired genealogical strategies. For instance, we argue that subjugated knowledges form a critical component of the four angles of scrutiny. We propose that through their subjugation, these knowledges offer a different perspective to dominant knowledges on sexuality and psychopathology. It is our argument that it is precisely via this subjugation that these types of knowledges offer valuable perspectives to the construction of young people. Furthermore, highlighting contingency, discontinuity, emergences and subjugated knowledges makes for provocative moments, both substantively and methodologically, in the task of qualitative analysis.
ISSN 1176-4902
Language eng
Field of Research 169999 Studies in Human Society not elsewhere classified
Socio Economic Objective 940113 Gender and Sexualities
HERDC Research category E1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30009591

Document type: Conference Paper
Collection: School of Social and Cultural Studies in Education
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