A Critical Analysis Of Foucault'S Power And Knowledge In Higher Education Research

This article explores the lasting impact of Michel Foucault's views on power and knowledge in several academic fields, specifically in the context of modern research in higher education. By drawing on many sources from different time periods, the article argues that Foucault's conceptual framework offers scholars a deep perspective to analyse the complex interactions between power, knowledge, and their interconnection. This highlights the crucial significance of Foucault's theories as a theoretical framework for understanding the intricacies of higher education, where academic institutions are acknowledged as centres of power dynamics and the creation of knowledge. The article examines the use of Foucault's power and knowledge framework in higher education research while also recognising its influence. The text explores the difficulties, inconsistencies, and possible restrictions while also discussing worries regarding the freedom of academia, opposition from established authorities, and the risk of knowledge becoming too uniform within specific fields. The critique encompasses the marginalised voices in academia, raising doubts about the efficacy of the framework in enhancing the visibility of these perspectives. This article seeks to enhance our understanding of power relations in academia by conducting a thorough investigation. It promotes research methodologies that prioritise inclusivity, equity, and a diverse knowledge landscape, aiming to bring about transformative changes.