ABSTRACT
This passage reminds us, of course, of Foucault’s Discipline and Punish, and one could argue that (along with the family, perhaps) the school is a primary site of the kind of ‘technology of power’ that calls ‘the child’ into being.24 Just as ‘the criminal’ is produced by the prison and ‘the madman’ is produced by the insane asylum, so ‘the child’ is produced by the school. This is true, of course, not only for children but for the production of colonized others as child-subjects through their schooling in the oppressor’s culture, as Gauri Viswanathan has argued in her analysis of the beginnings of English literary study in India.25
