Speaking of “Disorderly” Objects: A poetics of pedagogical discourse.
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 t...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 28; no. 1; pp. 1 - 21 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2007
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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=24153577&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 24153577 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: Mar2007 vid: 28 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 24153577 10.1080/01596300601073044 ppf: 1 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 115KB tig: atl: Speaking of “Disorderly” Objects: A poetics of pedagogical discourse. aug: au: Graham, LindaJ. affil: Queensland University of Technology su: Behavior disorders in children Attention-deficit hyperactivity disorder School children Discourse Child psychopathology Child psychology Child development Problem children sug: subj: Behavior disorders in children Attention-deficit hyperactivity disorder School children Discourse Child psychopathology Child psychology Child development Problem children ab: 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. 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: 2007 holdings: @attributes: islocal: N |
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