本文主要在探討 Giroux對 Foucault的權力 /知識概念的運用，此動機起始於 Foucault的權力／知識觀點常被教育學者誤解，課程理論中亦不乏此種情形，作者檢視 Giroux在詮釋權力／知識概念時，與 Foucault本人闡述此概念的相異之處。 Giroux對權力／知識的思考是基於現代性的觀點，而 Foucault則是抱持後現代的觀點，兩者的哲學立場有其差異，以致於 Giroux看待權力是抱持二分的對立觀點，但 Foucault則是對權力抱持動態、多樣態的看法；不只是看待權力／知識的角度不同， Giroux與 Foucault在對於理性價值的態度上也有極大差異，前者是一元論者，後者則是多元論者。除了揭露 Giroux的課程語言如何受限於特定真理外，作者也試著透過權力／知識的角度來思考 Giroux課程理論背後的權力／知識形構，目的除了在釐清權力／知識這個概念的意涵之外，也同時以多元論觀點解構 Giroux單一理性的課程理論。

This paper starts from an examination of Giroux’s employment of Foucault’s concept of power/knowledge. The general thrust of this paper is that curriculum theorists tend to see the notion of power/knowledge from a narrow perspective. I suggest that Giroux has not only a different way of seeing the nature of power/knowledge but also a different value of reason from that of Foucault. Giroux is a monist, but Foucault is a pluralist. Giroux considers power/ knowledge on the basis of the tradition of modernity. However, Foucault’s thought broadly adopts the postmodernist view. This is the reason why Giroux sees the nature of power as a domination/liberation binary division. Yet Foucault tends to see the exercise of power as plural and dynamic rather than a dichotomy. Their diverse standpoints result in not only different models of power/knowledge but also different approaches to practicing social critique. I portray Giroux’s work as being governed by a sovereign truth—a concept of reason as liberating. This reason, in turn, is also a usual and fashionable way from which educators view curriculum theories. Examining Giroux’s curriculum theories with pluralism, I attempt to clarify the significance of power/knowledge and to deconstruct Giroux’s singular reason curriculum perspective.