B8908 - Governance and Governmentality (1) (LM)

Learning outcomes

This class will delve into the theoretical thought of Michel Foucault in the twentieth century. During the course, students will achieve the necessary tools to debate and apply the concepts of governance and governmentality, with particular attention to Foucault's "technologies of the self" and his conceptualization of material agency, studying the methods and practices that individuals employ to shape their own identities, thoughts, and behaviors and self-conduct within the framework of societal norms. The class will investigate how institutions and so-called scientific discourses are not something inevitable that must be accepted, but rather, they are constructed and can be critically examined.

Course contents

This course will be conducted entirely in English.

The course ‘Governance and governmentality’ is taught in English and requires active participation in discussions and written assignments in the same language (English will not be assessed).

It will delve into the theoretical work of Michel Foucault in the twentieth century. During the course, students will acquire the necessary tools to critically engage with and apply the concepts of governance and governmentality, as well as genealogy, archaeology, dispositifs and technology, subjectivation, gender, and sexuality. Particular attention will be devoted to Foucault’s conceptualization of the material genesis of knowledge. 

Students will explore the correlation between power and knowledge and the emergence of science, in order to investigate how institutions and so-called scientific discourses are not inevitable or unquestionable, but rather materially constructed and subject to critical examination. Students will also study the methods and practices that, according to Foucault, power dynamics shape governance and establish governmentality, discipline, and how individuals employ to shape their identities, thoughts, behaviours, and self-conduct within the framework of societal norms. Finally, the course will address the relevance of Foucault’s work concerning technology and materiality, drawing on scholars who place his notion of signification as a technology - and broader questions of knowledge - at the centre of their inquiry, with reference to the field of material semiotics.

During the course, the discussion of some main contemporary issues concerning power, knowledge, sexuality, will be the basis for the formulation of “problematization” questions towards the writing of the final paper.

In Foucault's thought, problematization is not a simple thematic or theoretical question. Problematization as a method indicates an approach that analyzes the way in which a phenomenon and an aspect of human experience undergoes a process of definition (madness, sexual behavior, population management in connection to governance) and how knowledge defines the norm and deviance throughout history.

 

The course has three main purposes:

• (i) to develop the ability to critically read and discuss Foucauldian concepts (governance and governmentality; genealogy, archaeology, dispositifs and technology, subjectivation, gender, sexuality), applying them to contemporary contexts and issues;
• (ii) to formulate an original and theoretically grounded "problematization", a question, beginning with the identification of a chosen research object or area, and exploring it through Foucauldian concepts via critical examination, discussion, comparison, and application;
• (iii) to acquire a conceptual and linguistic apparatus necessary to engage with Foucauldian concepts and methodology toward the elaboration of a brief essay in English, based on the problematization question, integrating theoretical references, problem construction, interpretive hypotheses, and methodological approaches.

The course specifically addresses the following topics:

Week 1. Situating Michel Foucault’s Thought within the Philosophical Tradition and analysis of how each historical period is shaped by specific epistemic frameworks—structures of thought that define what can be known, what counts as truth, and what is considered rational.
Focus on The Order of Things (1966), The Archaeology of Knowledge (1969), 

Week 2. From Archaeology to Genealogy. Connection between knowledge and power. Focus on the role of discourse and creation/stabilization of norms (and deviance)

Week 3. From Power to Governmentality
Exploring governmentality and biopolitics concepts

Week 4. Technologies of the Self
The four types of technologies and practices of subjectivation; History of Sexuality

Week 5. Subjectivity, Materiality, and Applications. 
Exploring evolution on the Self, final interviews and the evolution of material semiotics: John Law, ANT. Class discussions toward final paper.

 

Readings/Bibliography

The following reading list is mandatory for both attending and non attending students, and it is made of journal articles and book chapters. They are all available on Virtuale or through the UniBO digital library (AlmaRE). See Virtuale for syllabus details and copies of the material.

Students should read the mandatory texts, and to analyse at least 3 of them for the final paper.

They are invited to choose, read, and, if they deem appropriate, include further readings from the recommended texts in their discussions and final paper.

 

Mandatory readings:

 

• Michel Foucault, The Archaeology of Knowledge, [ed. or. Archéologie du Savoir, Paris: Gallimard, 1969, Translated by A.M. Sheridan Smith. New York: Pantheon Books, 1972 (estratti)

• Michel Foucault, The Order of Discourse. Inaugural Lecture at the Collège de France, 1970.

• Michel Foucault, The Order of Things. An Archaeology of the Human Sciences, 1970 [ed. or. Les Mots et les Choses: Une archéologie des sciences humaines, Paris: Gallimard 1966] (estratti)

• Michel Foucault, “Two Lectures”, in Colin Gordon (ed), Power/Knowledge. Selected interviews and other writings. 1972-1977, New York: Pantheon Books, pp. 78-108 [also part of Society Must Be Defended (1976, Lectures at the Collège de France), but this edition is better organized]

• Michel Foucault, Lecture of March 17, 1976, in Mario Bertani, Alessandro Fontana (eds), Society Must Be Defended. Lectures at Collège de France, 1975-76, New York: Picador, pp. 239-264.

• Michel Foucault, “Two. Technologies of the Self”, in Luther H. Martin, Huck Gutman and Patrick H. Hutton (eds) Technologies of the Self: A Seminar with Michel Foucault, Amherst: The University of Massachusetts Press, 1988, pp. 16–49.

• Michel Foucault, "Governmentality", in Graham Burchell, Colin Gordon and Peter Miller (eds), The Foucault Effect: Studies in Governmentality, Chicago, IL: University of Chicago Press, 1991, pp. 87–104.

• John Law (2019) “Material Semiotics”, Heterogeneities.com, pp. 1-19. Link

• Rux Martin, “Truth, power, self: an interview with Michel Foucault. October 25, 1982”, in Luther H Martin, Huck Gutman, Patrick Hutton (eds), Technologies of the Self. A seminar with Michel Foucault, Amherst: The Massachusetts University Press, 1988, pp. 9-15.

• Kathryn Medien, Foucault in Tunisia: The encounter with intolerable power, «The Sociological Review», 68, 3, 2020, pp. 492-507.

• Herman Nilson, Technologies of the Self, in Michel Foucault and the Games of Truth. London: Palgrave Macmillan, 1998, pp. 97-102.
  

 

Recommended readings

 

•  Michael C. Behrent, Foucault and Technology, «History and Technology», vol. 29, n. (1), 2013, pp. 54–104. Link.

• Ludwig Binswanger, Sogno ed esistenza, introduzione di Michel Foucault, Milano: SE, 2015.

• Michel Foucault, L’agressivité, l’angoisse et la magie, Transcription par Elisabetta Basso, revue par Henri-Paul Fruchaud in Elisabetta Basso (numero speciale a cura di) À partir de Foucault (I) Philosophie et anthropologie. Paris, Facultés Loyola Paris. « Archives de philosophie », 2025, volume 88, numero 1. https://shs.cairn.info/revue-archives-de-philosophie-2025-1-page-109?lang=fr

• Vincenzo Sorrentino (editor), Michel Foucault, Antologia, Milano: Feltrinelli, 2021.

• Athanasios Votsis, Michel Foucault’s moral subjectivity and the semiotic modeling of knowledge, «Semiotica», vol. 2012, no. 192, 2012, pp. 243-250.

Teaching methods

The teaching style emphasises interactivity. Classes comprise lectures by the lecturer and classroom discussions.

The aim of classroom activities is threefold: 1) to support and develop students' understanding of the literature; 2) to support and develop their analytical and research skills prior to formal assessment; 3) to promote peer learning.

To achieve these objectives, the drafts of the paper to be submitted for final assessment will first be discussed collegially in class (see assessment methods).

The course encourages both group and individual activities.

Film and video screenings will be part of the methods adopted.

Assessment methods

The course is organized in 15 classes, and corresponds to 6 credits.

The learning process is assessed for attending students through participation in class discussions, the formulation of a problem question, and by a final paper. The draft of this paper is discussed beforehand and collectively in class.

For more information on problematization question, see Contents of the course section above. In short, a problematization questions allows considering historical processes in the modifications of the definition of a particular aspect of human life according to often invisible power relations.

For those attending, the final assessment focuses on three aspects:

1. Participation in class
2. Elaboration of a mid-course ‘problematization’ question related to the topics and texts addressed. This question may form the basis of the final paper
3. Final paper, which is discussed beforehand in class and is the subject of the final oral examination. Delivered after the end of the course.

The final paper must be submitted during scheduled times indicated below and will be the subject of the oral examination. The oral examination may confirm or raise the grade. See below for guidance on final grade.

 

"Problematization" question:

For discussions in groups, depending on the number of participants. Before the end of the third week, the students will have to develop a “problematization” question, in the Foucaldian meaning, linked to one of the texts or concepts discussed in the classroom. These will be discussed in class.

 

Examples will be discussed in class.

At this stage the students:

• Should not seek an answer, but open a critical space.
• Elaborate the question from discussions and texts
• It can constitute the basis for the final paper.

 

Final paper:

Individual work. An essay in English between 1500 and 4000 words, excluding bibliography. Essays may be submitted in time windows indicated below. You may choose between

• Research proposal, i.e. the description of a hypothetical research project, for a dissertation or research to be submitted to calls and evaluation committees (PhD; funding institutions; etc)
• Short essay proposing an argued personal position on what was discussed during the course, also related to the problematization question

Of both, proposals for structures and further indications will be shared on virtual.

English will not be assessed; for non-native English speakers, the use of artificial intelligence tools for proofreading is recommended (see below for policies on the use of AI software).

 

Components of the final grade, in points:

1. Active participation in class

Contributions to discussions, listening skills, relevant questions, willingness to engage in discussion.

Points:

0-2: absent or occasional participation

3-4: regular but passive participation

5-6: active, constant and critical participation

 

2. Critical understanding of the texts addressed

Ability to grasp key concepts, place the author's thinking in its theoretical context.

Points:

0-3: superficial or incorrect comprehension

4-6: adequate and correct comprehension

7-8: thorough and autonomous comprehension

 

3. Originality of argumentation and personal reflection

Autonomous formulation of a position or question; ability to identify critical points, put forward objections, deepen insights from texts.

Points:

0-4: passive reformulation of content

5-7: presence of critical cues

8-10: autonomous and original reflection

 

4. Clarity and structure of exposition

Order and coherence in exposition; effective use of examples and references to texts; ability to construct an articulate argument, even in less than perfect English (Grammarly; Claude.ai; ChatGPT for proofreading allowed)

Points:

0-2: disorganized or confused text

3-4: clear structure but can be improved

5-6: solid, well-constructed exposition

 

During oral exam, the student will present the written paper. The oral exam allow to confirm the grade. If they wish to raise the grade, up to a maximum of two points, they can articulate further on the final paper. Access to the oral examination is subject to confirmation by the lecturer, who will communicate individually to the student any issues, if present, at the beginning of the fourth week of the course.

The clarity of the exposition and the originality of the reflection will also be assessed at the oral exam, roughly according to the parameters indicated for the written paper.

 

Non-attending students:

Non-attending students will have to produce a longer final paper, between 3000 and 5000 words excluding bibliography, which consists of research on the literature provided in the syllabus and analysis. In this case there are no preliminary discussions/assessments. The topic is free choice. Assessment criteria equal to those for attending, without the point on class participation. The paper is discussed at the oral exam, to which a point scale from 0 to 6 is attributed (in place of the ‘class participation’ point).

 

EXAMS

In the course of the academic year 2025/2026, final written papers must be submitted in in the following months

by 31 March 2026 for all students

by 19 April 2026 for all students

 

Oral exams dates for the discussion of the paper:

2 exams in April 2026 (beginning and end) for all students and students

1 exam in May 2026 for all students

1 exam in early June 2026 for students who did not pass

1 exam in July 2026 for students who did not pass

1 exam in September 2026 for students who did not pass

 

Students with disabilities and Specific Learning Disorders (SLD)

Students with disabilities or Specific Learning Disorders are entitled to special adjustments according to their condition, subject to assessment by the University Service for Students with Disabilities and SLD. Please do not contact teachers or Department staff, but make an appointment with the Service. The Service will then determine what adjustments are specifically appropriate, and get in touch with the teacher. For more information, please visit the page:

https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

Teaching tools

The teaching style favors interactivity. Classes include lectures by the teacher, debates and discussions in the classroom.

Teaching material, when not protected by copyright, is available through the Virtual Teaching Platform (http://virtuale.unibo.it) of the University of Bologna. Texts protected by copyright beyond a certain number of pages are available from the University of Bologna library system.

Anyone wishing to take this exam must register on Virtuale.

Office hours

See the website of Chiara Loschi