Literaturnachweis - Detailanzeige
Autor/in | Teague, Laura |
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Titel | "Acceptance of the Limits of Knowability in Oneself and Others": Performative Politics and Relational Ethics in the Primary School Classroom |
Quelle | In: Discourse: Studies in the Cultural Politics of Education, 36 (2015) 3, S.398-408 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0159-6306 |
DOI | 10.1080/01596306.2014.880047 |
Schlagwörter | Politics of Education; Elementary School Students; Ethics; Educational Practices; Educational Policy; Ethnography; Teaching Methods; Power Structure; Teaching Assistants; Special Education Teachers; Elementary School Teachers; Teacher Student Relationship; Foreign Countries; Diabetes; Behavior Problems; Student Attitudes; Empathy; Caring; Self Concept; United Kingdom Educational policy; Bildungspolitik; Ethik; Bildungspraxis; Politics of education; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Schülerverhalten; Empathie; Care; Pflege; Sorge; Betreuung; Selbstkonzept; Großbritannien |
Abstract | This paper takes up Judith Butler's calls to suspend the desire to completely know the other, and discusses these in relation to the pedagogic relationship in the classroom. It draws upon existing accounts of performative reinscription as a politics to disrupt exclusionary schooling practices and discusses these alongside Butler's theories of relationality. In so doing, it argues that the pedagogic relationship is the space within which performative reinscription occurs and which holds the potential for more ethical encounters between self and other. Acknowledging the impossibility of completely knowing the other is not an easy position to hold in the institution of the primary school, where policies and practices are based on the concept of rational, knowing subjects. However, this paper suggests that suspending the desire for the other to provide a coherent account of themselves has important implications for performative politics in the primary school classroom. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |