Discipline and the dojo

Parkes, R. J. (2009). Discipline and the dojo. Paper presented in the ‘Complicating understandings of discipline’ symposium at the annual conference of the Australian Association for Research in Education (AARE), Canberra (ACT),
November 29 – December 3.

“You must be very disciplined?” is a question I’ve been asked many times, almost the instant after I’ve revealed my twenty years of involvement in the martial arts. It rehearses a popular perception of the martial arts, and is frequently the motivation of many a parent who has brought their child to a dojo in order to “become more disciplined”. This paper is concerned with the productive nature of discipline. That is, with what discipline produces. I use the martial arts as a case study to explore theoretically and empirically Foucault’s (1977; 1982/1994) claim regarding the productive nature of power and discipline, particularly because it so frequently is depicted as a site of ‘serious’ discipline. Informed by the later Foucault, I explore both the constraining and enabling effects of discipline as it manifests in and through the martial arts; and consequently I investigate the way discipline is central to the act of becoming in the dojo. This is not performed in some celebration of martial arts. Rather, I am interested in using the martial arts as a case study to understand the complex ways in which discipline, desire, and power circulate and interact to produce particular kinds of subjects. That is to say, I will argue that there is not one set of ‘disciplinary’ practices (Foucault, 1977) that is constraining, and another set that is enabling. Instead, I hope to make the case that all disciplinary constraints are precisely enabling forces that operate on and through the individual martial artist as a means of self-formation; and that participation in a disciplinary regime or process results in the ‘production’ of a particular kind of person, individual, or martial artist.

The above conference paper was an abridged version of the argument published in the edited collection below:

Parkes, R. J. (2010). Discipline and the dojo. In Z. Millei, T. G. Griffiths, and R. J. Parkes (Eds.), Re-theorizing discipline in education: Problems, politics and possibilities (pp. 76-90). New York: Peter Lang.

Click on the book cover image to locate a copy of the chapter.

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