Agonistic freedoms: enabling disaffected working-class students to turn-back-around to mainstream school
Date
2024
Authors
Smith, L.
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Journal article
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Ethnography and Education, 2024; 19(4):353-371
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Abstract
The sifting and sorting mechanisms of Australia’s education system continue to work to the detriment of groups put at a disadvantage. For mainstream schools serving working-class communities in particular, the rejection of the offers and advantages of schooling continue to result in differential class consequences and inequalities for working-class young people. In response, this paper pursues a more hopeful project of schooling by considering how schools can work to circumvent the alienation of working-class students from the mainstream secondary school system. Foucault’s conceptualisations of ‘power relations’, ‘agonistic freedom’ and ‘technologies of the self’ are used alongside Kamler and Comber’s notion of ‘turn-around pedagogies’ to draw attention to the complex relationships between students’ subjectivities, their shifting dispositions towards school and eventual enticement to turn-back-around to mainstream school.
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Copyright 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/)