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Academic qualifications:
- B.A., Special Honours in Philosophy, Bristol University, 1967
- Ph.D. in Philosophy, Bristol University, 1973
Background
Jim Marshall has had a distinguished career in educational research, teaching and administration. He is now an Emeritus Professor and Honorary Research Fellow in the Faculty of Education, University of Auckland, as well as a Research Professor in the School of Education, University of North Carolina at Chapel Hill.
Recent Publications
Books
2006 SMEYERS, P.J., PETERS, M.A. (Eds), Postfoundationalist Themes in Philosophy of Education; a Festschrift for James Marshall. Oxford: Blackwell. Amended version of the festschrift published in Educational Philosophy and Theory, 37(3), 2005.
2004 MARSHALL, J. D., (Ed.) Poststructuralism, Philosophy, Pedagogy. Dordrecht: Kluwer Academic Press, 139pp.
2004 MARSHALL, J.D., COXON, E., JENKINS, K., JONES, A. (Eds.), Politics, Policy, Pedagogy: education in Aotearoa/New Zealand, .:Nelson Publishing. (An Australian re-issue: original publication, Palmerston North: Dunmore Press [2000], 219pp.).
MARSHALL, J. D., Michel Foucault: Personal Autonomy and Education. Dordrecht: Kluwer Academic Publishers, 1996. ISBN-10: 0-7923-4016-7
Also published in translation as:
MARSHALL, J. D., Michel Foucault: a filosofia neostructuralism. Sao Paulo: D.P.A. 2005.
There is now a considerable literature on Michel Foucault but this is the first monograph which explicitly addresses his influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal education from the writings of Foucault, and also considers Foucault's own educational practices.
Link to the publisher's website: Click here
MARSHALL, J. D. (ed.) Poststructuralism, Philosophy, Pedagogy. Dordrecht: Kluwer Academic Press, 2004. ISBN-10: 1-4020-1894-0
This book provides an historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. It does not attempt to be at the cutting edge of these debates nor to be advancing research in these areas. It does however look at the educational implications of the ideas discussed.
The intention behind this collection was to provide a sound introduction to the key positions of a number of French poststructuralist thinkers who are being increasingly referred to, used as support, and even embraced by theorists in educational discourse. The editor and contributors to this volume are concerned that these thinkers have been misappropriated on occasions. That is why this volume concentrates on the historical and intellectual background of these philosophers. Each of the authors of the chapters in this collection deals with 'their' philosopher in the areas of: brief biographical details; key philosophical ideas; and the applications in, or implications of their work for education.
Link to the publisher's website: Click here
PETERS, M. A., MARSHALL, J. D., SMEYERS, P. J. (eds), Nietzsche’s Legacy for Education: Past and Present Values, Westport, Conn.: Bergin and Garvey, 2001. ISBN: 0-89789-656-4
Despite being one of the greatest educators of the 19th century (perhaps of the modern period) and one of the greatest moral philosophers of all time, Nietzsche's educational thought and works, with some notable exceptions, have been ignored, or remain hidden and obscured. This was true of his philosophy as a whole and its recent reception, first by French poststructuralist thinkers during the 1960s and 1970s, and later by English-speaking philosophers in the 1980s. The controversy surrounding Nietzsche involves not only his "style" (his way of doing philosophy) and the radical nature of his inquiries, but also the history of Nietzscheanism, the politicization of the Nietzsche archive, and his appropriation by the Nazis. This international collection is unique in that it draws upon these recent developments in the interpretation of thought and the question of defining value in the era of postmodernity. The essays address a range of topics, including the history of the reception of Nietzsche's work, Nietzsche's early educational writings, genealogy as method, ethics and difference, democracy, Nietzsche's notion of self and its importance for education, the arts, the limits of academic life, Nietzsche's critique of liberal education, Irigaray's Nietzsche, and Nietzsche's critique of modernity and the question of nihilism.
Link to the publisher's website: Click here
Translation
Chapters in books
2007 MARSHALL, J.D. ‘Do No Harm to Whom? : a Response to Nakia S. Pope.’ In (Ed.) Kurt Stemhagen, South Atlantic Philosophy of Education Society Yearbook, 2006.
2007 MARSHALL, J.D. ‘Liberal Education and a Way of Life,’ in (Ed,) B. Stengel, Philosophy of Education 2007, Yearbook.
2007 MARSHALL, J.D. ‘ Erasmus the Albatros: the transmission of ideas as information,’ in Smeyers, P.J. & Depaepe, M. (Eds.) Educational Research/ Networks and Technologies. Dordrecht: Springer.
2006 MARSHALL, J.D. ‘Problematisation or Methodology,’ in Smeyers, P.J. & Depaepe, M. (Eds.) Relevance of Educational Research: Why ‘What Works’ Doesn’t Work. Dordrecht: Springer, 81-93.
2006 MARSHALL, J.D. ‘Michel Foucault: problematisation in educational thought’ in PETERS, M.A. (Ed.) Why Foucault?: new directions in educational research, New York: Peter Lang.
2006 MARSHALL, J.D. ‘Entrevista com James Marshall’ by interviewer GIRADELLI, P., translated with major amendments from Portuguese, in (Eds.) SMEYERS, P.J., PETERS, M.A. (2006) Postfoundationalist Themes in Education: ‘a festschrift for James Marshall, Oxford: Blackwell. Reprinted in amended form and added material from Educational Philosophy and Theory, 37(3), 2005, 169-174.
2006 MARSHALL, J.D ‘Interview with James Marshall’ by interviewer PETERS, M.A. in (Eds.) SMEYERS, P.J., PETERS, M.A. (2005) Postfoundationalist Themes in Education: ‘a festschrift for James Marshall. Oxford: Blackwell. Reprinted from Educational Philosophy and Theory, 37(3), 2005, 175-181
2006 MARSHALL, J.D ‘Festschrift Reply’ in (Eds.) SMEYERS, P.J., PETERS, M.A. (2006) ‘Postfoundationalist Themes in Education.’ Oxford: Blackwell, 193-196.
2005 MARSHALL,J.D. ‘Michel Foucault’: From Critical Theory to Critical Pedagogy’, in (Ed.) IIan Gur Ze-ev (2005/6), Critical Theory and Critical Pedagogy Today:- Toward a New Critical Language in Education, Haifa: University of Haifa. [Yiiunim Bachinuch, Faculty of Education, University of Haifa: Haifa, 2005].
2004 MARSHALL, J.D. ‘Michel Foucault: Marxism, Liberation and Freedom’, in (eds.) BAKER, B.M., HEYNING, K.E. Dangerous Coagulations: the uses of Foucault in the study of education, New York: Peter Lang, 265-278.
2004 MARSHALL J.D. ‘French Philosophy Post WWII-1968’, in (ed.) MARSHALL, J.D. Poststructuralism, Philosophy, Pedagogy, Dordrecht: Kluwer, 1-25.
2004 PETERS, M.A., MARSHALL, J.D. 'The Politics of Curriculum: busnocratic rationality and enterprise culture' in (eds.) O'NEILL, M., CLARKE, J., OPPENSHAW, R., The Politics of the New Zealand Curriculum. Palmerston North: Dunmore, 109-125.
Journal Articles
2007 MARSHALL, J.D. ‘Philosophy as Literature,’ Educational Philosophy and Theory.
2007 MARSHALL, J.D. ‘Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times,’ Educational Philosophy and Theory.
2007 MARSHALL, J.D. ‘Philosophy, Polemics, Education.’ Studies in Philosophy and Education, 26 (2), 97- 109.
2007 MARSHALL, J.D. Lacking Lack; a reply to Joldersma, Studies in Philosophy and Education, 25 (1). 67-75.
2007 MARSHALL, J.D. ‘On Being Agnostic: a reply to Bernadette Baker’ Foucault Studies, 4, 120-126.
2007 MARSHALL, J.D., ‘Simone de Beauvoir (1908-86) - Philosopher of the Self.’
A reprint of my 2000 paper in (eds.) GHIRADELLI, P., PETERS, M.A. Encyclopaedia of Philosophy of Education at http://www.educacao.pro.br/.
2006 MARSHALL, J.D., Simone de Beauvoir: the philosophy of lived experience. Educational Theory, 55 (2), 177-189.
2006 MARSHALL, J.D. A Critique of Anxious Identity. Educational Philosophy and Theory, 38(5), 669-682.
2006 MARSHALL, J.D. ‘The Meaning of Education: searching for the lost arc,’ Journal of Thought.
2006 MARSHALL, J.D. Interview by Andrew Gibbons, ‘The Philosophy of Distance Education; an interview with James Marshall. He Kupu, 1(1), 11-16. At http://www.nztertiarycollege.ac.nz/HeKupu/index.php?type=journal&issue=3&journal=182
Book Reviews
2007 MARSHALL, J.D Review of Wayne S. McGowan The Responsibility of Parents for the Education of their Children: A Foucauldian Analysis of the School Education Act, 1999. Lampeter: The Edwin Mellen Press. With a Foreword by Tina Besley. The Journal of Philosophy of Education, 41.
2004 MARSHALL, J. D., Review of Kleiman, Lowell, Lewis and Stephen (1992) Philosophy: an Introduction through Literature (St. Pauls, Minn: Paragon House), in Access, 20(2), 2001.
2004 MARSHALL, J. D., Review of Elizabeth Grierson and Janet Mansfield (2003) (eds), The Arts in Education: critical perspectives from Aotearoa New Zealand (Palmerston North: Dunmore Press), in Access, 23(2), 2004.
2001 MARSHALL, J. D., Review of David Carr (1999) Professionalism and Ethics in Teaching (London & New York: Routledge) in Educational Philosophy and Theory, 33(1), 118-122.
Technical reports
2001 MARSHALL, J. D., ‘From Colonialism to Globalisation: performativity in New Zealand education’. In (eds) SMEYERS, P. J., DEPAPE, M., Philosophy and History of the Discipline of Education: evaluation and evolution of the criteria for educational research, Leuven: Katholieke Universiteit Leuven, 113-116.
2001 MARSHALL, J. D. and PETERS, M. A., ‘The Psychologistic Phase: testing and measurement,’ in (eds) SMEYERS, P. J., DEPAPE, M., Philosophy and History of the Discipline of Education: evaluation and evolution of the criteria for educational research, Leuven: Katholieke Universiteit Leuven, 116-121.
2001 MARSHALL, J. D. and IRWIN, F. R., ‘Post-1988: the march of performativity’, in SMEYERS, P. J., DEPAPE, M., Philosophy and History of the Discipline of Education: evaluation and evolution of the criteria for educational research, Leuven: Katholieke Universiteit Leuven, 121-128.
Conference papers
2007
(1) Philosophy of Education Society, Annual Conference, Atlanta, March. Paper presented ‘Liberal Education and a Way of Life’
(2) American Educational Research Association Annual Conference, Chicago, April. Paper presented. ‘Problems for Indigenous Research and Education Policy in Times of Globalization.’
(3) South Atlantic Philosophy of Education Society, Rockhill, Sth. Carolina, October. Paper presented, ‘The Silent Banging of Machines.’
2006
(1) South Atlantic Philosophy of Education Society, Rawleigh, Nth. Carolina, October. Paper presented: ‘Do no Harm to Whom?: A Response to Nakia S. Pope.’
2005
(1) Invited Panelist at annual conference of South East Association of Educational Studies, Chapel Hill (NC), February.
(2) AERA Conference, Montreal, April. Symposium on Accountability nd Democratic Philosophies. Paper entitled ‘Simone de Beauvoir on Accountability: selfknowledge and ethics’. This symposium was classified as one of 5 Highlights for Division B by Educational Researcher, 34(2), 22.
2004
(1) Critical Pedagogy Conference, Madrid, 3 August. Michel Foucault: From Critical Theory to Critical Pedagogy’.
(2) International Network of Philosophers of Education, Madrid, 4-8 August. ‘Two Forms of Philosophical Argument or Critique’.
