"Acceptance of the Limits of Knowability in Oneself and Others": Performative Politics and Relational Ethics in the Primary School Classroom

Autor/in	Teague, Laura
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01