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

A culture of silence: modes of objectification and the silencing of disabled bodies

Throughout history different practices have attempted to silence the experiences of disabled people. In this paper we explore some of these practices including the medical, familial, and self-subjugating practices English-speaking Canadian polio survivors experienced throughout their lives. We analyze participant’s experiences of silence and silencing through a Foucauldian lens, drawing on the three modes of objectification to explain the institutional and cultural discourses around polio subjects that acted upon and through the polio body to silence it. Participants’ oral history accounts demonstrate how sociocultural and medical practices effectively silenced survivors from speaking about their polio experiences. However, the trope of silence is also uprooted within oral history traditions. We will demonstrate how participants broke their silence and shifted their perspectives on polio and disability, and how this process contributed to their resistance of hegemonic conceptualizations of disability as defective

Performativity, fabrication and trust: exploring computer-mediated moderation

Based on research conducted in an English secondary school, this paper explores computer mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. Drawing on the work of Ball (2003), Lyotard (1979) and Foucault (1977, 1979), I argue that in this particular case performativity has become entrenched in teachers’ day-to-day practices, and not only affects those practices but also teachers’ sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities - trust. From examining the case in point, I hope to have illustrated for those interested in teachers’ work some of the implications of the interface between technology and performativity

Caractéristiques structurales et écologiques des phytocénoses forestières de la forêt classée d’itchèdè (département du plateau, sud-est bénin)

Notre étude phytosociologique a été menée dans la forêt classée d’Itchèdè (6°59’-7°00’N et 2°37’-2°38’ E). Elle a pour objectif de mieux connaître la forêt pour un meilleur suivi de sa dynamique en vue d’asseoir à terme, une base fiable de son aménagement et de sa gestion durable. Nous avons utilisé l’approche synusiale intégrée pour identifier et caractériser les communautés végétales. La topographie et les sols ont été étudiés à travers la mesure des pentes, l’appréciation de la texture tactile à travers des profils texturaux effectués sur 50 cm de profondeur, la descriptionde profils pédologiques complétée par des analyses d’échantillons de sol au laboratoire. L’étude des paramètres dendrométriques et sylvicoles s’est faite à l’intérieur de placettes circulaires couvrant chacune 0,0314 ha pour les plantations forestières et 0,0615 ha pour la forêt naturelle.Les résultats ont révélé la présence de six phytocénoses dont quatre phytocénoses non pionnières de sous-bois. Les caractéristiques dendrométriques des phytocénoses permettent de déduire que la forêt naturelle d’Itchèdè est une formation secondaire assez dégradée mais relativement riche en sujets de grands diamètres en comparaison avec les autres forêts du Bénin.Mots-clés : phytosociologie synusiale, phytocénoses, stations forestières, Itchèdè, BéninThe main purpose of the phytosociological study in Itchèdè forest reserve (6°59’ to 7°00’ N and 2°37’ to 2°38’ E) was to contribute to the sustainable management of the forest. Phytosociological survey was done using the synusial approach. Soils and topography were studied through textural profiles appreciation in the first 50 cm of the soil, pedological profiles description and laboratory analysis. Dendrometric and sivicultural parameters were studied inside circular plots of 0.0314 ha for plantations and 0.0615 ha for natural forest. The study revealed the existence of six plant-communities including four non pioneer plant-communities were identified and described. Based on dendrometric parameters of the natural forest, we assume that Itchèdè forest reserve is a secondary degraded forest but somewhat rich in trees with high diameters in comparison with other natural forest in Benin

Ecological and silvicultural indicatory value of plant-communities of Koto forest reserve (Centre-Benin)

A study was carried out in Koto forest reserve in central Benin (6°56’ to 7°02’ of north lat. and 02°03’ to 02°09’ of east long), in order to contribute to the sustainable management of the forest. Phytosociological inventory was done using the synusial approach. Soils were studied through texture surveys, pedological profiles description and laboratory analysis. Silvicultural parameters of plantations were studied using temporary sample plots of 300 m². The study helps to identify and describe twenty-two basic plantcommunities named synusia. Based on their relationships, the synusia have been combined to describe seven phytocoenoses (plant-communities). Each non pioneer phytocoenose is an expression of specific ecological conditions. The study of plantation productivity has shown remarkable homogeneity of productivity level within each non pioneer phytocoenose. Analysis of variance reveals a significant difference at 5% of probability level between the productivity levels of the phytocoenoses. Three productivity levels are identified according to phytocoenoses. The study leads to the conclusion that phytosociology is a reliable tool for forest management

Embodied learning: Responding to AIDS in Lesotho's education sector

This is an Author's Accepted Manuscript of an article published in Children's Geographies, 7(1), 2009. Copyright @ 2009 Taylor & Francis, available online at: http://www.tandfonline.com/doi/abs/10.1080/14733280802630981.In contrast to pre-colonial practices, education in Lesotho's formal school system has historically assumed a Cartesian separation of mind and body, the disciplining of students' bodies serving principally to facilitate cognitive learning. Lesotho has among the highest HIV-prevalence rates worldwide, and AIDS has both direct and indirect impacts on the bodies of many children. Thus, students' bodies can no longer be taken for granted but present a challenge for education. Schools are increasingly seen as a key point of intervention to reduce young people's risk of contracting the disease and also to assist them to cope with its consequences: there is growing recognition that such goals require more than cognitive learning. The approaches adopted, however, range from those that posit a linear and causal relationship between knowledge, attitudes and practices (so-called ‘KAP’ approaches, in which the role of schools is principally to inculcate the pre-requisite knowledge) to ‘life skills programmes’ that advocate a more embodied learning practice in schools. Based on interviews with policy-makers and practitioners and a variety of documentary sources, this paper examines a series of school-based AIDS interventions, arguing that they represent a less radical departure from ‘education for the mind’ than might appear to be the case. The paper concludes that most interventions serve to cast on children responsibility for averting a social risk, and to ‘normalise’ aberrant children's bodies to ensure they conform to what the cognitively-oriented education system expects

Mathematical stories: Why do more boys than girls choose to study mathematics at AS-level in England?

Copyright @ 2005 Taylor & FrancisIn this paper I address the question: How is it that people come to choose mathematics and in what ways is this process gendered? I draw on the findings of a qualitative research study involving interviews with 43 young people all studying mathematics in post-compulsory education in England. Working within a post-structuralist framework, I argue that gender is a project and one that is achieved in interaction with others. Through a detailed reading of Toni and Claudia’s stories I explore the tensions for young women who are engaging in mathematics, something that is discursively inscribed as masculine, while (understandably) being invested in producing themselves as female. I conclude by arguing that seeing ‘doing mathematics’ as ‘doing masculinity’ is a productive way of understanding why mathematics is so male dominated and by looking at the implications of this understanding for gender and mathematics reform work.This work is funded by the ESR

Troubling "understanding mathematics-in-depth": Its role in the identity work of student-teachers in England

Copyright @ The Author(s) 2013. This article is published with open access at Springerlink.comThis article has been made available through the Brunel Open Access Publishing Fund.In this paper, we focus on an initiative in England devised to prepare non-mathematics graduates to train as secondary mathematics teachers through a 6-month Mathematics Enhancement Course (MEC) to boost their subject knowledge. The course documentation focuses on the need to develop “understanding mathematics in-depth” in students in order for them to become successful mathematics teachers. We take a poststructural approach, so we are not interested in asking what such an understanding is, about the value of this approach or about the effectiveness of the MECs in developing this understanding in their participants. Instead we explore what positions this discourse of “understanding mathematics in-depth” makes available to MEC students. We do this by looking in detail at the “identity work” of two students, analysing how they use and are used by this discourse to position themselves as future mathematics teachers. In doing so, we show how even benign-looking social practices such as “understanding mathematics in-depth” are implicated in practices of inclusion and exclusion. We show this through detailed readings of interviews with two participants, one of whom fits with the dominant discourses in the MEC and the other who, despite passing the MEC, experiences tensions between her national identity work and MEC discourses. We argue that it is vital to explore “identity work” within teacher education contexts to ensure that becoming a successful mathematics teacher is equally available to all.King’s College Londo

Appreciative inquiry as a method of transforming identity and power in Pakistani women

This paper describes a three-year action research project that used Appreciative Inquiry to work with marginalised Pakistani women living in Sheffield. The research encountered many of the difficulties and dilemmas that have been previously identified in the theory and practice of Appreciative Inquiry. However, it also empowered the participants to develop critical thinking, particularly around issues of power and identity. Through generating authentic and untold stories, Appreciative Inquiry enabled participants to discuss, subvert and challenge the identities that had been constructed for them by sources of power within their community and culture. The paper describes the innovative application of Appreciative Inquiry, offers a theoretical response to criticisms of Appreciative Inquiry and suggests how it may be effective in enabling marginalised people to critically address issues of powe