Speaking of "Disorderly" Objects: A poetics of pedagogical discourse
Graham, Linda J. (2007) Speaking of "Disorderly" Objects: A poetics of pedagogical discourse. Discourse: Studies in the Cultural Politics of Education, 28(1), pp. 1-20.
To interrogate pedagogical discourses relating to child behaviour as "practices that systematically form the objects of which they speak" 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 demonstrates 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" 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 attention deficit hyperactivity disorder. 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:||Journal Article|
|Additional Information:||The author-version of this article will be available 12-18 months after publication. For more information, please refer to the journal’s website (see link) or contact the author. Author contact details: firstname.lastname@example.org|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 Taylor & Francis|
|Copyright Statement:||First published in Discourse: Studies in the Cultural Politics of Education 28(1):pp. 1-20.|
|Deposited On:||24 May 2007 00:00|
|Last Modified:||04 Mar 2013 00:50|
Repository Staff Only: item control page