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Reading Freire through Foucault’s Panopticism
At the end of Panopticism, Foucault asks two questions. These are rhetorical questions, strategically placed at the end. Presumably we are prepared to feel their force and to think of possible answers.
Is it surprising that the cellular prison, which its regular chronologies, forced labor, its authorities of surveillance and registration, its experts in normality, who continue and multiply the functions of the judge, should have become the modern instrument of penalty?
Is it surprising that prisons resemble factories, schools, barracks, hospitals, which all resemble prisons? (309).
Is Foucault making the same argument as Paulo Freire, in The Banking Concept of Education?
Reread Freire’s essay with Foucault’s general argument in mind and thinking through the particular image (and institution) of the panopticon. How might you summarize these two arguments and their take on schooling?
Freire, who speaks of a revolution in education, imagines a future in which students might be free. Free in what sense?
Does he have an answer to Foucault’s concerns? Or does Foucault have an argument that might trump Freire’s optimism?
You should assume an audience interested in education. It will not be the case, however, that they have read these two essays. You will need, then, to be careful in providing summary, paraphrase, and quotation. You will need to provide the background to an argument that you (and your readers) can identify as yours.
The minimum expectations for the assignment are as follows:
Demonstrate an understanding of the writing task, and present a coherent response to the above prompt.
Present and defend a discernible, dependable thesis.
Demonstrate generally accurate readings of the assigned texts.
Dutifully respond to the readings with summary and quotation.
Demonstrate a generally consistent overall pattern and strategy.
Demonstrate careful analysis, questions of sources, new connections, and/or further synthesis.
Demonstrate adequate awareness of conventions: Grammatical, spelling, and punctuation errors do not significantly interfere with the reader’s ability to understand or to move through the discussion.
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