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https://hdl.handle.net/1959.11/18687
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Charteris, Jennifer | en |
dc.date.accessioned | 2016-02-29T16:22:00Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Discourse: Studies in the Cultural Politics of Education, 37(2), p. 189-203 | en |
dc.identifier.issn | 1469-3739 | en |
dc.identifier.issn | 0159-6306 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/18687 | - |
dc.description.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. | en |
dc.language | en | en |
dc.publisher | Routledge | en |
dc.relation.ispartof | Discourse: Studies in the Cultural Politics of Education | en |
dc.title | Envisaging agency as discourse hybridity: a Butlerian analysis of secondary classroom discourses | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1080/01596306.2014.943156 | en |
dc.subject.keywords | Curriculum and Pedagogy Theory and Development | en |
local.contributor.firstname | Jennifer | en |
local.subject.for2008 | 130202 Curriculum and Pedagogy Theory and Development | en |
local.subject.for2008 | 130313 Teacher Education and Professional Development of Educators | en |
local.subject.seo2008 | 930201 Pedagogy | en |
local.subject.seo2008 | 930399 Curriculum not elsewhere classified | en |
local.subject.seo2008 | 939902 Education and Training Theory and Methodology | en |
local.profile.school | School of Education | en |
local.profile.email | jcharte5@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20150115-092144 | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 189 | en |
local.format.endpage | 203 | en |
local.identifier.scopusid | 84958772177 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 37 | en |
local.identifier.issue | 2 | en |
local.title.subtitle | a Butlerian analysis of secondary classroom discourses | en |
local.contributor.lastname | Charteris | en |
dc.identifier.staff | une-id:jcharte5 | en |
local.profile.orcid | 0000-0002-1554-6730 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:18891 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Envisaging agency as discourse hybridity | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Charteris, Jennifer | en |
local.uneassociation | Unknown | en |
local.identifier.wosid | 000371016600003 | en |
local.year.published | 2016 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/09ab0680-ad81-4723-b9a5-6a1905963205 | en |
local.subject.for2020 | 390102 Curriculum and pedagogy theory and development | en |
local.subject.for2020 | 390305 Professional education and training | en |
local.subject.for2020 | 390307 Teacher education and professional development of educators | en |
local.subject.seo2020 | 160302 Pedagogy | en |
Appears in Collections: | Journal Article School of Education |
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