Speaking of "disorderly" objects: a poetics of pedagogical discourse
Graham, Linda J. (2006) Speaking of "disorderly" objects: a poetics of pedagogical discourse. In Foucault and Education SIG, American Education Research Association (AERA), April 6-11 2006, San Francisco.
This is the latest version of this eprint.
To interrogate pedagogical discourses relating to child behaviour as ‘practices that systematically form the objects of which they speak’ (Foucault, 1972, p.54), this paper features the analysis of three texts through the development and deployment of what might be called a poetics of pedagogical discourse. The principal text is a statement describing "problematic" behaviour in school. Of concern is how this particular statement functions – what does it do and with what effects? Here my analysis will be informed by the examination of two other texts. Each demonstrate techniques in the production of meaning; specifically how performative language and intertextuality contribute to and enhance the constitutive properties of discourse. The aim is first, to ‘try to grasp subjection in its material instance as a constitution of subjects’ (Foucault, 1980b, p. 97) through the interrogation of discursive practices that, in objectifying and subjugating individual school children, create the condition of possibility for the recognition and classification of disorderly behaviour and behaviour disorders, such as ADHD. A second but no less important aim is to call attention to the dangers inherent to the ways in which child behaviour comes to be described in schools.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Additional Information:||Finished paper in press with Discourse: studies in the cultural politics of education.|
|Keywords:||Foucault, discourse analysis, ADHD, child psychopathologisation, teachers use of deficit discourses|
|Subjects:||Australian and New Zealand Standard Research Classification > PHILOSOPHY AND RELIGIOUS STUDIES (220000) > HISTORY AND PHILOSOPHY OF SPECIFIC FIELDS (220200) > History and Philosophy of Education (220202)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 (please consult author)|
|Deposited On:||06 Apr 2006 00:00|
|Last Modified:||09 Jun 2010 12:31|
Available Versions of this Item
Schooling and 'disorderly objects': doing discourse analysis using Foucault. (deposited 08 Dec 2005 00:00)
- Speaking of "disorderly" objects: a poetics of pedagogical discourse. (deposited 06 Apr 2006 00:00) [Currently Displayed]
Repository Staff Only: item control page