Using foucault’s theory of technologies of the self to examine the learning process in china’s math classrooms

Abstract

Learning is a process of constructing knowledge and culture. Analyzing this process is an exploration of the learning mechanism. And classroom experience is ultimately embedded within the richness of Foucault’s “technologies of self” relationships. With the interaction analysis on a China’s math, I found (1) students tend to establish their own semiotic ecology in math learning. (2) teacher’s power of positive feedback is more attractive than inquiry by themselves. (3) students will use their bodies as the tool of self-governance in learning process. Although the traditional disciplines of classrooms made two systems of discourse between teachers and students, now students should be given more space to find the truth of knowledge and self-development.