Diversity, inequality and a post-structural politics for education

This paper considers the contribution to understanding educational inequalities offered by post-structural theories of power and the subject. The paper locates this consideration in the context of the ongoing endeavour in education studies to make sense of, and identify ways of interrupting, abiding educational exclusions and inequalities. The paper examines the potential of Judith Butler's work, in particular her engagement with Foucault?s concepts of productive power and subjectivation, and the articulation of these ideas with the notion of the performative constitution of subjects, for making sense of the processes through which students come to be particular sorts of subjects of schooling. The paper argues that taking up these understandings not only enables us to better understand the endurance of particular configurations of educational inequalities, it also opens up new possibilities for interrupting these through a post-structural politics that seeks to displace prevailing discourses and constitute students differently through every-day practices of preformative reinscription

Social Work, Power and Performativity

In recent years, there have been a number of epistemological developments in social work. Further, there have been a number of theoretical approaches that have attempted to ground the concept of ‘power’ to understand organizational practice such as Marxist thought. At the same time, the insights of French social theorist Michel Foucault have been captivating to the disciplinary development of social work in illuminating power relations and subject positioning between helping professions and clients. To move beyond this, and in order to theoretically interrogate the relationship between social theory and professional power, this article draws from the neo Foucauldian-Feminist philosopher Judith Butler – especially regarding Butler's (1990, 1993 and 1998) powerful work on ‘performativity’. This article attempts to generate new theoretical insights to understanding contemporary social work through the conceptual tools of Butler

Identity Traps or How Black Students Fail: the interactions between biographical, sub-cultural, and learner identities

The enduring inequities experienced by African-Caribbean students in UK schools has been well documented. This paper aims to better understand how these inequities have come to be so enduring. Through detailed analyses of data generated through a school ethnography, this paper demonstrates the processes through which African-Caribbean students are identified as undesirable, or even intolerable, learners. The paper builds on the insights offered by earlier school ethnographies while deploying and developing a new theoretical framework. This framework suggests that the discursive practices of students and teachers contribute to the performative constitution of intelligible selves and others. Drawing on this framework, the paper demonstrates how African-Caribbean race and sub-cultural identities, and further intersecting biographical identities including gender and sexuality, are deployed within organisational discourse as evidence of these students? undesirable learner identities

Subjectivation and performative politics—Butler thinking Althusser and Foucault: intelligibility, agency and the raced-nationed-religioned subjects of education

Judith Butler is perhaps best known for her take-up of the debate between Derrida and Austin over the function of the performative and her subsequent suggestion that the subject be understood as performatively constituted. Another important but less often noted move within Butler‘s consideration of the processes through which the subject is constituted is her thinking between Althusser‘s notion of subjection and Foucault‘s notion of subjectivation. In this paper, I explore Butler‘s understanding of processes of subjectivation; examine the relationship between subjectivation and the performative suggested in and by Butler‘s work, and consider how the performative is implicated in processes of subjectivation – in =who‘ the subject is, or might be, subjectivated as. Finally, I examine the usefulness of understanding the subjectivating effects of discourse for education, in particular for educationalists concerned to make better sense of and interrupt educational inequalities. In doing this I offer a reading of an episode of ethnographic data generated in an Australian high School. I suggest that it is through subjectivating processes of the sort that Butler helps us to understand that some students are rendered subjects inside the educational endeavour, and others are rendered outside this endeavour or, indeed, outside student-hood

Narrative environments: how do they matter?

The significance and possible senses of the phrase 'narrative environment' are explored. It is argued that 'narrative environment' is not only polysemous but also paradoxical; not only representational but also performative; and not just performatively repetitive but also reflexive and constitutive. As such, it is useful for understanding the world of the early 21st century. Thus, while the phrase narrative environment can be used to denote highly capitalised, highly regulated corporate forms, i.e. "brandscapes", it can also be understood as a metaphor for the emerging reflexive knowledge-work-places in the ouroboric, paradoxical economies of the 21st century. Narrative environments are the media and the materialities through which we come to comprehend that world and to act in those economies. Narrative environments are therefore, sophistically, performative-representative both of the corporate dominance of life worlds and of the undoing of that dominance, through the iterative responses to the paradoxical injunction: "learn to live"

Sex-gender-sexuality: how sex, gender and sexuality constellations are constituted in secondary schools

Abstract This paper explores the relationships between sex, gender, and sexuality through a series of close readings of data generated through an ethnography undertaken in a south London secondary school. The paper takes as its focus girls aged 15 to 16 and considers how particular sexed, gendered, and sexualised selves are constituted. Drawing on Foucault?s understanding of subjectivation and the subsequent work of Judith Butler, in particular her theorisation of the inseparability of gender and sexuality in the contemporary discursive frame, these analyses demonstrate how students? mundane and day-to-day practices – including bodily deportment, physical games, linguistic accounts, and uses of clothing, hairstyles and accessories – are implicated in the discursive constitution of student subjectivities. The paper argues for an understanding of sex-gender-sexuality joined together in discursive chains and intersecting with further identity categories. As such, the paper suggests that subjectivities might helpfully be thought in terms of constituting constellations that create both possibilities and constraints for „who? students can be

Trouble at the top: The construction of a tenant identity in the governance of social housing organizations

The project of citizen governance has transformed the social housing sector in England where 20,000 tenants now sit as directors on the boards of housing associations, but the entrance of social housing tenants to the boardroom has aroused opposition from the chief executives of housing companies and triggered regulatory intervention from government inspectors. This paper investigates the cause of these tensions through a theoretical framework drawn from the work of feminist philosopher Judith Butler. It interprets housing governance as an identificatory project with the power to constitute tenant directors as regulated subjects, and presents evidence to suggest that this project of identity fails to completely enclose its subject, allowing tenant directors to engage in ‘identity work’ that threatens the supposed unity of the board. The paper charts the development of antagonism and political tension in the board rooms of housing companies to present an innovative account of the construction and contestation of identities in housing governance

Confession and political normativity: control of subjectivity and production of the subject

The theme of confession, present in the reflection of Michel Foucault since the early 1960s, pursued the same direction of his researches from the late 1970s concerning the problem of government and the studies of governmentality. Under this perspective, confession is taken as recognition through which the subject authenticates in himself or herself his or her own actions and thoughts. Therefore, it is not only a verbal act by means of which the subject states the truth of his or her being; confession also binds the subject to truth, throwing him or her in a relation of dependency regards the other, and, at the same time, modifying the relationship that he or she establishes with himself or herself. According to Foucault, this is what explains the massive growth of practices of confession in Western societies up until their actual inscription at the heart of procedures of individualization typical of modern political power. This paper explores Foucault’s analysis of confessional practices and its recent developments in the work of Giorgio Agamben (Opus Dei. Archeologia dell’Ufficio, 2012) and Roberto Esposito (Due. La macchina della teologia politica e il posto del pensiero, 2013).El tema de la confesión, presente en la reflexión de Michel Foucault desde principios del decenio de 1960, persiguió la misma dirección de sus investigaciones a partir de finales de 1970 en relación con el problema del gobierno y de los estudios de la gubernamentalidad. Bajo esta perspectiva, la confesión se toma como reconocimiento a través de la cual el sujeto autentica en sí mismo sus propias acciones y pensamientos. Por lo tanto, no es solo un acto verbal por medio del cual el sujeto establece la verdad de su ser; la confesión también une el sujeto a la verdad, colocándolo en una relación de dependencia con el otro y, al mismo tiempo, cambiando la relación que él establece consigo mismo. Según Foucault, esto es lo que explica el crecimiento masivo de las prácticas de la confesión en las sociedades occidentales hasta su inscripción efectiva en el corazón de los procedimientos de individualización del poder político moderno. Este artículo explora el análisis de Foucault de las prácticas confesionales y sus recientes avances en el trabajo de Giorgio Agamben (Opus Dei. Archeologia dell’Ufficio, 2012) y Roberto Esposito (Due. La macchina della teologia politica e il posto del pensiero, 2013)