Michael Kelly

The book juxtaposes key texts from Foucault and Habermas; it then adds a set of reactions and commentaries by theorists who have taken up the two alternative approaches to power and critique. The result is a guide for those seeking to understand and build on an unfinished debate between two of the 20th century’s most important philosophers. Which paradigm of critique—Foucault’s or Habermas’s—is philosophically and practically superior, especially with regard to the nature and role of power in contemporary society? In shaping this collection, Michael Kelly has sought to address this question in relation to the ethical, political, and social theory of the past two decades. Michel Foucault and Jurgen Habermas had only just begun to come to terms with one another’s work when Foucault died in 1984; they had even discussed the possibility of a formal debate on “Enlightenment” in the neutral arena of the United States. In the decade since, Habermas and his supporters have continued to respond to Foucault in various ways, but Foucault’s followers have not shown as strong an inclination to keep up his side of the dialogue. For this reason an invaluable exchange on the nature and limits of philosophy in the present age has never achieved its full potential. In this anthology Michael Kelly recasts the debate in a way that will open it up for further development. The book starts by juxtaposing key texts from the two philosophers; it then adds a set of reactions and commentaries by theorists who have taken up the two alternative approaches to power and critique. (Two of these essays were written especially for this volume.) The result is a guide for those seeking to understand and build on this important but unfinished debate. (Source: [MIT Press](

"This frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and useful reference point for scholars and students of education, language, and literacy wishing to incorporate Bourdieu's ideas into their work. The book develops and unfolds dialogically across three sections: Bridging New Literacy Studies and Bourdieu - Principles; Language, Ethnography and Education - Practical Studies; Working at the Intersections - In Theory and Practice. The authors posit 'Classroom Language Ethnography' as a genuinely new perspective with rich and developed traditions behind it, but distinct from conventional approaches to literacy and education -- an approach that bridges those traditions to yield fresh insights on literacy in all its manifestations, thereby providing a pathway to more robust research on language in education"-- Provided by publisher.

"Are things ugly or are they just not beautiful? The answer to this and many other questions can be found in this encyclopedia, the first large-scale comprehensive English-language reference on aesthetics and destined to be a classic in the field. Drawing from experts in the areas of philosophy, art, history, psychology, feminist theory, legal theory, and many more, the encyclopedia presents 600 signed essays alphabetically arranged. Most entries include a headnote clarifying the topic. Entries range from the philosophical essay on ugliness, to the more reality-based article on the impact of AIDS on the arts. Comprehensive coverage includes key figures, concepts, periods, theories, and movements in the history of aesthetics."--"Outstanding Reference Sources: the 1999 Selection of New Titles", American Libraries, May 1999. Comp. by the Reference Sources Committee, RUSA, ALA.