Peter's Positions: A Diffractive Analysis of Authority in a Year One Classroom

Autor/in	Leuschner, Hannes
Titel	Peter's Positions: A Diffractive Analysis of Authority in a Year One Classroom
Quelle	In: Ethnography and Education, 16 (2021) 4, S.475-490 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leuschner, Hannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2021.1952638
Schlagwörter	Foreign Countries; Elementary School Teachers; Males; Special Needs Students; Space Utilization; Power Structure; Researchers; Interpersonal Relationship; Elementary School Students; Behavior Problems; Hyperactivity; Aggression; Classroom Environment; Classroom Techniques; Grade 1; Germany + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Sonderpädagogischer Förderbedarf; Raumnutzung; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hyperaktivität; Klassenklima; Unterrichtsklima; Klassenführung; School year 01; 1. Schuljahr; Schuljahr 01; Deutschland
Abstract	This article presents an ethnography of the entanglement of space, learning and teaching bodies and pedagogical authority in a primary school in Germany. We focus on the spatial placement of a boy diagnosed with 'special needs'. Inspired by Carol Taylor's analysis of a male teacher's authority at a college. we describe the boy's changeable seating position first with de Certeau's spatial understanding of power relations and then with Barad's agential realism. By conducting this 'diffractive' analysis of his performances, we can show how he is subjected to the teacher's authority and has a remarkable authoritative power himself at the same time. Finally, by focussing on the relationship between the researcher and the boy, we discuss the process of data gathering as it is entangled with the interpretation of data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01