Bullies, bullying and power in the contexts of schooling

In this paper the four authors explore the experience of school bullying, drawing on stories of bullying generated in a collective biography workshop and on fictional accounts of bullying. They counter the current trend of reading bullying as individual or family pathology with a post‐structuralist analysis of subjectification and power

Bullies, bullying and power in the contexts of schooling

In this paper the four authors explore the experience of school bullying, drawing on stories of bullying generated in a collective biography workshop and on fictional accounts of bullying. They counter the current trend of reading bullying as individual or family pathology with a post‐structuralist analysis of subjectification and power

Bullying as intra-active process in neoliberal universities

The reformed neoliberal universities, with their micromanagement of ever-increasing productivity, competitiveness, and individualization, have recently been described as unhealthy institutions, creating conditions that incite incivility, workplace bullying, and other forms of employee abuse. In this article, the authors employ collective biography as a form of "diffractive methodology" in order to provide new, theoretically driven insights into workplace bullying in neoliberal universities. Drawing on the concepts of intra-activity and performativity, the authors examine bullying in universities as an intra-active process that informs and is informed by the desire of an individual to be recognized and to perform as a viable academic subject-one who is professional, flexible, and accountable within a neoliberal environment. © The Author(s) 2011

Collaborative partnerships: Developing pre-service teachers as inclusive practitioners to support students with disability

Since the introduction of anti-discrimination legislation including Australian Disability Discrimination Act, 1992 and the Disability Standards of Education, 2005, there is an increasing demand on all schools to cater effectively for more students with disabilities within an inclusive school community context. This investigation explored a proactive partnership model designed to equip pre-service teachers with deeper role understandings in teaching students with disabilities. This collaborative model involved sustained professional experiences in schools on four mornings each week over 38 weeks, offered in conjunction with their final-year teacher education studies in Diversity and Inclusive Education. A unique emphasis of this qualitative study was a focus on identifying conducive real-life experiences and ideal teacher qualities for undertaking challenging inclusive practitioner roles. Findings highlighted the perspectives of school leaders, special education mentors and pre-service teachers in improving inclusive learning outcomes for all students while developing an effective collaborative partnership model for teacher education

Étude des filtres LPTV numériques (applications aux communications numériques)

TOULOUSE-ENSEEIHT (315552331) / SudocSudocFranceF

An archaeology of power and knowledge

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Entanglements between art-making and storytelling in a collective biography on the death of an intimate other

In this essay, the four authors explore the material and affective agency of art-making in a collective biography workshop. We work with our memories of the death of someone close to us, through stories, and through making art. Collectively we explore a specific, embodied moment of the particular deaths we have each experienced. The substantive focus of our work is methodological. We concern ourselves with what is made possible through including art-making in intra-action with the more usual storytelling/listening/writing/reading/making of collective biography