Abstract

This paper articulates a feminist poststructural philosophy of education by combining the work of Luce Irigaray and Michel Foucault. This acts as an underpinning for a philosophy of desire (McWilliam, 1999) in education, or as a minor philosophy of education where multiple movements of bodies are enacted through theoretical methodologies and research. These methods include qualitative analysis and critical discourse analysis; where the conjunction Irigaray-Foucault is a paradigm for dealing with educational phenomena. It is also a rigorous materialism (Braidotti, 2005) that opens up the way in which we think about philosophical bodies in education with language. This simultaneously creates gaps in our thinking about the problems associated with philosophical bodies in education, where the imagination may intercede and Eros can do his work, ‘For if Eros possessed all that he desires, he would desire no more’ (Irigaray, 1993, p. 22)