Session Information
23 SES 02 B, Communicating Education: On the Social Organisation of Schooling Under a Performative Turn in European Contexts
Symposium
Time:
2009-09-28
11:15-12:45
Room:
HG, HS 7
Chair:
Ingolfur Asgeir Johannesson
Discussant:
Ian Westbury
Contribution
In this paper we recognize the classroom as a social system structured by interaction. Using a Luhmann perspective (but also influences from the post-Foucault governmentality discussion and the Bernsteinian tradition), we focus on ways by with personal systems confront, regulate and develop in relation to other personal systems within the classroom system communication. Our structuring question is how classroom discourses, school performances and testing (e.g. ‘audit cultures’) interact with students’ identities, habits and educational carriers. The study is an historical comparison on classroom interaction, using video data from 1968 and from 2003. Our preliminary findings reveal changes in the classroom discourse. Conducting both lessons and themselves, the students in the late modern classrooms seem to do the work of the 1968’s teacher. The students of today qualify and disqualify themselves as ‘unfinished cosmopolitans’. They are responsible for both success and failure, and are as such constantly involved in performative action which seems to create a differentiated learner’s identity. These findings opens up for additional research, both theoretical and ethnographical, which is now in progress. We launch micro-ethnographical classroom-studies in order to elaborate more on performative action and student result.
Method
Expected Outcomes
References
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