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Title: Envisaging agency as discourse hybridity: a Butlerian analysis of secondary classroom discourses
Contributor(s): Charteris, Jennifer  (author)orcid 
Publication Date: 2016
DOI: 10.1080/01596306.2014.943156
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Abstract: Conceptualised from a range of sociological perspectives, and theorised extensively over the last 50 years, human agency is an integral element to lifelong learning. Poststructural theory with its decentred discursive construction of the learner offers a vibrant conception of classroom dynamics. This paper envisions how learner agency can be performative in the discursive space of a secondary classroom. The research disrupts the notion of a unified subject, a key tenet of sovereign theory that is evident in conceptions of the 'self-regulated', 'self-motivated', 'self-efficacious' student. Drawing on the work of Judith Butler and Bronwyn Davies, the classroom relations in this study are read as both dynamic and interdiscursive. Agency plays out through learners' discourse moves as they act upon and blend discourses to learn in a New Zealand Year 9 science classroom.
Publication Type: Journal Article
Source of Publication: Discourse: Studies in the Cultural Politics of Education, 37(2), p. 189-203
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 0159-6306
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
130313 Teacher Education and Professional Development of Educators
Socio-Economic Outcome Codes: 930201 Pedagogy
930399 Curriculum not elsewhere classified
939902 Education and Training Theory and Methodology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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