Discursive (re)productions of (im)possible students in the Canadian prairies.
This article applies post-structural theories of discourse, power, and performativity to trouble dominant ways of knowing Aboriginal education in the Canadian Prairies that racialize student subjects. A discourse analysis of interview transcripts traces how discourses of innocent teachers and (im)po...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 40; no. 6; pp. 902 - 917 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=139384861&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 139384861 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Dec2019 vid: 40 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 139384861 10.1080/01596306.2018.1452714 ppf: 902 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.1MB tig: atl: Discursive (re)productions of (im)possible students in the Canadian prairies. aug: au: Gebhard, Amanda affil: Department of Curriculum, Teaching and Learning, University of Toronto, Toronto, Ontario, Canada su: Indigenous Canadians Prairies Discourse analysis Students Education sug: subj: Indigenous Canadians Prairies Discourse analysis Students Education keyword: Aboriginal education colonialism feminist discourse analysis post-structuralism racialization racism teacher identity ab: This article applies post-structural theories of discourse, power, and performativity to trouble dominant ways of knowing Aboriginal education in the Canadian Prairies that racialize student subjects. A discourse analysis of interview transcripts traces how discourses of innocent teachers and (im)possible Aboriginal learners deploy the historicity of colonial forces to (re)create the conditions of possibility for exclusionary educational practices. The author employs the concept of 'impossible student' to analyse teachers' negotiation of discourses that position Aboriginal students as everything the 'good' student is not, and thus outside the bounds of studenthood – before they even arrive at school. The concept of discursive performatives is used to offer insights into how persistent inequalities in Aboriginal education might be shifted within everyday practices, and to argue the need for rethinking what it means to be a teacher and a learner in a settler society. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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