Adult education and publishing Canadian fiction in a global context: a Foucauldian analysis
Susan M Holloway: University of Windsor, Canada Patricia A. Gouthro: Mount St. Vincent University, Canada
Read article:
Full article (pdf)
No. of pages:
Publication type:

This paper draws upon findings from a research study on the relationship between fiction, citizenship, and lifelong learning. It includes interviews with authors from several genres, publishing houses, and arts councils. This paper explores many of the ambivalent outcomes of the shifting power elements in publishing that can simultaneously benefit and disadvantage the publication of a national body of fiction. Although focused on the Canadian context, fiction writers and publishers around the globe face similar challenges. Using a Foucauldian analysis, it considers the importance of fiction and adult learning in shaping discourses of citizenship and critical social learning.

Keywords: Lifelong learning; Foucault; power; citizenship; publishing; fiction

Volume 5, Issue: 1, Article 6, 2014

Susan M Holloway, Patricia A. Gouthro
Adult education and publishing Canadian fiction in a global context: a Foucauldian analysis:
  • Atkinson, P., & Delamont, S. (2005). Analytic perspectives. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed., pp. 821-840). Thousand Oaks, CA: Sage.
  • Biesta, G. (2012). Have lifelong learning and emancipation still something to say to each other? Studies in the Education of Adults, 44(1), 5–20.
  • Blankfield, S., & Stevenson, I. (2012). Towards a Digital Spine: The Technological Methods that UK and US Publishers are Using to Tackle the Growing Challenge of E-Book Piracy. Publishing Research Quarterly, 28(2),79–92. doi: 10.1007/s12109-012-9265-4
  • Brookfield, S. D. (2005). The Power of Critical Theory: Liberating Adult Learning and Teaching. San Francisco, CA:Jossey-Bass.
  • Canadian Multiculturalism Act. (1988, c. 24, 4th Supp.). Retrieved August 12, 2013, from http://laws-lois.justice.gc.ca/eng/acts/C%2D18.7/page-1.html
  • Charmaz, K., & Mitchell, R. (2001). Grounded theory and ethnography. In P. Atkinson, A. J. Coffey, S. Delamont, J. Lofland & L. Lofland (Eds.), Handbook of Ethnography (pp. 160–173). London: Sage. doi: 10.4135/9781848608337
  • Clark, P., & Knights, W. (2011). ‘Gringo operations’: Nationalism and capital in Canadian educational publishing, 1970-81. Journal of Canadian Studies, 45(2), 123–161.
  • Clover, D. E. (2010). A Contemporary Review of Feminist Aesthetic Practices in Selective Adult Education Journals and Conference Proceedings. Adult Education Quarterly, 60(3), 233–248. doi: 10.1177/0741713609354119
  • Collins, K. M. T. (2010). Advanced sampling designs in mixed methods: Current practices and emerging trends in the social and behavioral sciences. In A. Tashakkori & C. Teddlie (Eds.), Handbook of Mixed Methods in Social & Behavioral Research (2nd ed., pp. 353–378). Thousand Oaks, CA: Sage.
  • Fejes, A. (2010). Discourses on employability: Constituting the responsible citizen. Studies in Continuing Education, 32(2), 89–102. doi: 10.1080/0158037X.2010.488353
  • Fejes, A., & Nicoll, K. (Eds.). (2008). Foucault and lifelong learning: Governing the subject. London: Routledge.
  • Foucault, M. (1969/2011). The archaeology of knowledge. London: Routledge.
  • Foucault, M. (1977a). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). New York, NY: Random House.
  • Foucault, M. (1977b). The eye of power. In M. Foucault, Power/knowledge: Selected interviews and other writings, 1972–1977 (R. Hurley, Trans., pp. 146–165). New York, NY: Random House
  • Foucault, M. (1978/1990). The history of sexuality: An introduction (R. Hurley, Trans., Vol. 1). New York, NY: Vintage.
  • Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972–1977. New York, NY: Pantheon Books.
  • Foucault, M. (1984). The Foucault reader. New York, NY: Pantheon Books.
  • Foucault, M. (2004). Security, territory, population: Lectures at the Collège de France, 1977-1978 (G. Burchell, Trans.). New York, NY: Picador.
  • Gibb, T. L. (2008). Bridging Canadian Adult Second Language Education and Essential Skills Policies: Approach with Caution. Adult Education Quarterly, 58(4), 318–334. doi: 10.1177/0741713608318893
  • Gouthro, P. A., & Holloway, S. M. (2013). Reclaiming the radical: Using fiction to explore adult learning connected to citizenship. Studies in the Education of Adults, 45(1), 41–56.
  • Guo, Y. (2013). Language Policies and Programs for Adult Immigrants in Canada: A Critical Analysis. Canadian Ethnic Studies, 45(1–2), 23–41. doi: 10.1353/ces.2013.0022
  • Harvey, D. (2006). Neo-Liberalism as Creative Destruction. Human Geography, 88(2), 145–158. doi: 10.1111/j.0435-3684.2006.00211.x
  • Jarvis, C. (2012). Fiction, empathy and lifelong learning. International Journal of Lifelong Education, 31(6), 743–758. doi: 10.1080/02601370.2012.713036
  • MacIntyre, J. (2012). Lifeline work: community-based adult learning and learners’ personal progression. Studies in the Education of Adults, 44(2), 186–203.
  • Metcalfe, A. S., & Fenwick, T. (2009). Knowledge for whose society? Knowledge production, higher education, and federal policy in Canada. Higher Education, 57(2), 209–225. doi: 10.1007/s10734-008-9142-4
  • Milana, M. (2012). Globalisation, transnational policies and adult education. International Review of Education, 58(6), 777–797. doi: 10.1007/s11159-012-9313-5
  • Mojab, S. (2005). Class and Race. In T. Nesbit (Ed.), Class Concerns: Adult Education and Social Class: New Directions for Adult and Continuing Education (pp. 73–82). San Francisco, CA: Jossey-Bass.
  • Nicoll, K., Fejes, A., Olson, M., Dahlstedt, M., & Biesta, G. (2013). Opening discourses of citizenship education: A theorization with Foucault. Journal of Education Policy, 28(6), 828–246. doi: 10.1080/02680939.2013.823519
  • Olkinuora, E., Rinne, R., Mäkinen, J., Järvinen, T., & Jauhiainen, A. (2008). Promises and risks of the learning society: The meanings of lifelong learning for three Finnish generations. Studies in the Education of Adults, 40(1), 40–61.
  • Olssen, M. (2006). Understanding the mechanisms of neoliberal control: Lifelong learning, flexibility and knowledge capitalism. International Journal of Lifelong Education, 25(3), 213–230. doi: 10.1080/02601370600697045
  • Olssen, M., Codd, J. A., & O’Neill, A.-M. (2004). Education policy: Globalisation, citizenship, democracy. London: Sage.
  • Petersson, K., Olsson, U., & Popkewitz, T. (2007). Nostalgia, the Future, and the Past as Pedagogical Technologies. Discourse: Studies in the Cultural Politics of Education, 28(1), 49–67. doi: .1080/01596300601073598
  • Pirrie, A., & Thoutenhoofd, E. D. (2013). Learning to learn in the European Reference Framework for lifelong learning. Oxford Review of Education, 39(5), 609–626. doi: /10.1080/03054985.2013.840280
  • Roberts, G. (2008). ‘The greatest hotel on earth’: Citizenship, nationality, and the circulation of Canadian literature. West Coast Line, 42(3), 146–167.
  • Roncevic, M. (2013). Criteria for Purchasing E-Book Platforms. Chapter 2. Library Technology Reports, 49(3), 10–13. doi: 10.5860/ltr
  • Scheibelhofer, E. (2008). Combining Narration-Based Interviews with Topical Interviews: Methodological Reflections on Research Practices. International Journal of Social Research Methodology, 11(5), 403–416. doi: 10.1080/13645570701401370
  • Simons, M., & Masschelein, J. (2010). Governmental, Political and Pedagogic Subjectivation: Foucault with Rancière. Educational Philosophy and Theory, 42(5-6), 588–605. doi: 10.1111/j.1469-5812.2010.00687.x
  • Tuschling, A., & Engemann, C. (2006). From Education to Lifelong Learning: The emerging regime of learning in the European Union. Educational Philosophy and Theory, 38(4), 451–469. doi: 10.1111/j.1469-5812.2006.00204.x
  • Vandenabeele, J., & Wildemeersch, D. (2012). How Farmers Learn About Environmental Issues: Reflections on a Sociobiographical Approach. Adult Education Quarterly, 62(1), 56-72. doi: 10.1177/0741713610392770
  • Welton, M. R. (2005). Designing the Just Learning Society: A critical inquiry. Leicester: NIACE.
  • Young, J. (2001). No longer ‘apart’? Multiculturalism policy and Canadian literature. Canadian Ethnic Studies, 33(2), 88–116.

Volume 5, Issue: 1, Article 6, 2014

Susan M Holloway, Patricia A. Gouthro
Adult education and publishing Canadian fiction in a global context: a Foucauldian analysis:
Note: the following are taken directly from CrossRef
No citations available at the moment
Export in BibTex, RIS or text