POWER, DISCIPLINE, AND THE PRODUCTION OF KNOWLEDGE AND THEIR RELEVANCE TO EDUCATION ACCORDING TO MICHEL FOUCAULT'S: A NEW REVIEW

Michel Foucault's critical theories have profoundly influenced almost every field offering a lens through which to analyze the relationships between power, knowledge, and institutional practices. This article explores Foucault's key ideas on education, focusing on his concepts of discipline, power/knowledge, and governmentality. Additionally, it shed a light on Foucault's lesser-known insights on education, such as his views on the role of space, body, and ethics of self-formation. My main argument in this article is that there are major implications of Foucault's work for contemporary educational theory and practice, highlighting its relevance for understanding issues of inequality, resistance, and the politics of knowledge production. Educational institutions, according to Foucault, function as sites of normalization and control, shaping individuals into docile bodies through mechanisms such as surveillance, examination, and curriculum.