Power, Identity, and the Construction of Knowledge in Education

Authors

  • Lana J. Vindevoghel University of Regina

DOI:

https://doi.org/10.37119/ojs2016.v22i2.308

Keywords:

knowledge, power, identity, education

Abstract

This paper explores the social construction of knowledge, identity formation, and the ways in which the education system supports dominant societal ideology. I examine how dominant historical and societal ideologies are deeply cultivated and facilitated through education systems, including forcefully through the residential school system and, in many cases, subtly through post-secondary education. Further, I identify the method in which personal biases, predisposed by dominant social influence, are subconsciously reflected in the classroom through micro-aggressive behaviour. Weber’s (2010) framework of themes provides a comprehensive perspective from which to understand the nature in which identity is influenced by dominant societal ideology. Finally, I analyze the social construction of knowledge, development of identity, and support of dominant ideology through Gramsci’s concept of hegemony and Foucault’s theory of discourse. The discussion then shifts to describe how conscientization and critical reflection can provide a step forward towards diminishing dominant societal ideology within the educational environment and create a path to embracing Freire’s concept of liberating education.

Keywords: knowledge; identity; ideology; education

Author Biography

  • Lana J. Vindevoghel, University of Regina

    Student of Masters of Human Resource Development (thesis)

    Faculty of Education

    University of Regina

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Published

2016-11-23

Issue

Vol. 22 No. 2 (2016): Autumn 2016 [Power and Identity] in education

Section

Articles

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