This page links to three cases from an October 2002 CFT workshop that explored how power and surveillance emerge in common types of educational development consultations.
The names, personalities, schools, and situations in the cases are entirely fictional .
Peter Felten, Deandra Little, and Allison Pingree of Vanderbilt University created the cases and workshop. Please direct any questions or comments on these cases to Peter Felten .
For further exploration of these issues, see the related article "Foucault and the Practice of Educational Development: Power and Surveillance in Individual Consultations" in To Improve the Academy vol. 22 (Anker, 2003), edited by Catherine M. Wehlburg.