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which imperialism was given imaginative form. In arguing thus for the importance of the metaphorical construction of empire, I begin with the understanding that language is itself a determinant in the perception of reality. Following some of the theoretical positions derived from the work of Michel Foucault, I focus on the role of discourse as a conventional but privileged language use
Norman Etherington, ‘Education and medicine’, in Norman Etherington (ed.), Missions and empire (Oxford: Oxford University Press, 2005), p. 261. 11 Michel Foucault, Discipline and punish: The birth of the prison , trans. Alan Sheridan (London: Penguin Books, 1977); Graham Burchell, Colin
This essay argues that an examination of the cultural effects of decolonisation can yield a clearer appreciation of the combined role of both coloniser and colonised in the making of the postcolonial order. Taking an approach informed by Michel Foucault, Jean-François Bayart and Romain Bertrand, it shows that the ethnic tensions which erupted over questions of national language planning, multilingualism, and culture in postcolonial Malaya, and persist through to the present, cannot be explained away as a simple “colonial legacy” inflicted by British divide-and-rule policies. They must also be recognised as the result of a particular hegemonic configuration, produced and maintained through the agency of postcolonial subjects themselves.
inspections, the latter was nevertheless useful in gaining insight into the broader educational environment. As examinations became more formalised they became more standardised and generalised, allowing for assessment and comparison of the standards of pupils across various schools, and ultimately leading to the ‘normalisation’ of knowledge. According to Michel Foucault: ‘The examination combines the
Kanyin was executed on 12 April 1850, and his body taken to York and hung in chains as an example. 82 The last-minute reprieve on the scaffold of Mongeen and Ngolungoot and the hanging of Kanyin’s body in chains remind us of historian and theorist Michel Foucault’s comments in Discipline and Punish concerning the role of physical punishment and spectacle in terrorising a population. 83 Foucault
, CA: University of California Press, 1992). This scholarship was deeply influenced by Michel Foucault, Discipline and Punish: The Birth of the Prison , trans. Alan Sheridan (New York, NY: Vintage Books, 2nd edn, 1995). 7 Philippa Koch, ‘Marketing Missions: Material Culture, Theological Convictions, and Empire in Eighteenth
. 515. 141 TNA, CO 318/122, Sterling’s Report; May, Kaur and Pochner, Empire, education and Indigenous childhoods . 142 Michel Foucault, Discipline and punish: The birth of the prison , trans. Alan Sheridan (London
. 48 Secretaries, Conference on missions held in 1860 at Liverpool , p. 120. 49 Ibid., p. 112. 50 Michel Foucault, Discipline and punish: The birth of the prison , trans. Alan Sheridan (London: Penguin Books, 1977
he crafted indirect rule as an art of government that, while produced in a specific situation, could influence and structure the practice of colonial government elsewhere. An art of government emerges through the development and practice of techniques whose function is not to model and remake its subject through totalising control but instead to manipulate it. Crucial to this, as Michel Foucault identified, is knowledge of that subject; the discovery of a society distinct from the state. Society has its ‘own laws and mechanisms of reaction, its
Judith Butler's linguistic idealism, see Saskia Wendel, ‘Feminist Nominalism? A Critique of Feminist Radical Constructionism’, in Deborah Orr, Linda Lopez McCalister, Eileen Kahl and Kathleen Earle (eds), Belief, Bodies, and Being: Feminist Reflections on Embodiment (Oxford: Rowman & Littlefield, 2006), pp. 187–9. 55 Michel Foucault, The Order of Things: An Archaeology of