For a variety of reasons, the work of Michel Foucault continues to fascinate educationalnscholars. Since his death in 1984, when Foucault’s influence on pedagogicalnthinking was marginal and indirect at best, his range of ideas, understandings,nmethodologies, questions, and emphases have inspired both a brand new subfieldnof educational studies—called by a multitude of names, for instance “Foucauldiannanalyses of education/schooling”—and a whole new way of approaching andnmaking sense of traditional areas of inquiry—for example, Foucauldian critiquesnof citizenship education. The American Educational Research Association hasnsanctioned a special interest group devoted to “Foucault and Education;” a newlynestablished interdisciplinary electronic peer-reviewed journal, Foucault Studies,nhas published an exchange between Bernadette Baker (2007a, 2007b) and JamesnMarshall (2007), two leading Foucault and Education scholars; and this journal,nEducational Studies, has produced this special issue.1 Clearly, this area of inquirynis flourishing. It is productive, increasingly taken seriously, and evermore vital toneducational scholarship
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