Knowing Foucault, knowing you: ‘raced’/classed and gendered subjectivities in the pedagogical state

Burman, Erica

doi:10.1080/14681366.2015.1057215

Cited by 5 publications

(4 citation statements)

References 50 publications

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“…The analysis here draws on a range of discursive approaches, informed in particular by Foucauldian approaches attending to power/knowledge relations (Ball, 2013; Burman, 2016, 2017a; Foucault, 1983, 2011 [1970]) alongside a feminist intersectional sensibility (Cho et al, 2013; Collins and Bilge, 2016) to the ways gender, class, and racialisation–among other mutually configuring social positions–appear or disappear within the text. Debates on psychologisation and neoliberalism (De Vos et al, 2010; Parker, 2014a,) show how these moderate or interact with claims around societal or, alternatively, individual responsibility or causation.…”

Section: Analytical Approachmentioning

confidence: 99%

(Re)sourcing the Character and Resilience Manifesto: Suppressions and Slippages of (Re)presentation and Selective Affectivities

Burman

2018

Sociological Research Online

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This article offers a critical discursive reading of the 2014 Character and Resilience Manifesto (hereafter the Manifesto), focusing on the sources and legitimation strategies supporting its claims. As an All Party Parliamentary Group on Social Mobility document, the Manifesto traces both old and new discursive tropes framing policy strategy on education and social care, extending into current political agendas around mental health and well-being and even child safeguarding and securitisation. While the Manifesto’s supposed evidence-based claims draw extensively on a specifically commissioned literature review undertaken by Gutman and Schoon, problems are identified with how this is represented in the Manifesto, including significant omissions and slippages within Gutman and Schoon’s text and between this and the Manifesto. Analysis highlights exaggerations of the claims made in Gutman and Schoon’s review in the Manifesto while important conceptual clarifications (between resilience and coping and the non-generalisability of resilience) are overlooked. Commentators’ cautions over the evaluation and comparability of current programmes also fail to appear. Beyond such asymmetries, a common narrative identified across both texts reformulates emotions away from their ‘soft’, culturally feminised, associations to become ‘hard and tough’, and abstracted from relationship and (sociopolitical) context. Clearly, such gendering of emotions can be situated in relation to wider discourses of feminisation, alongside others de-emphasising classed and racialised inequalities. Overall, the Manifesto performs its own rhetoric, manifesting its own buoyancy to resist critical engagement and further the contemporary moral doctrine of inciting voluntarist optimistic subjects, devoid of attention to class, gender or racialised inequalities.

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Section: Analytical Approachmentioning

confidence: 99%

(Re)sourcing the Character and Resilience Manifesto: Suppressions and Slippages of (Re)presentation and Selective Affectivities

Burman

2018

Sociological Research Online

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“…Our particular interest was in challenging the sufficiency and bleakness of dominant policy discourses about appropriate early childhood experiences. Critical perspectives are increasingly used to disturb Enlightenment thinking in early childhood (Jones 2001, Ryan and Grieshaber 2005, Rhedding-Jones 2008, Burman 2016, Blaise et al 2016. Deleuze and Guattari (2004) use the metaphor of the tree and the rhizome to disrupt such thinking.…”

Section: Dissipating the Inner Shadow Where The Enemy's Plots Are Wovenmentioning

confidence: 99%

“…Hochschild's (1983) seminal work is some of the earliest to refer to the emotional cost of practitioners' intense relationships with young children. Ecclestone & Brunila (2015) and Burman (2016) highlight the way in which emotion is commodified and measured in neoliberalism, becoming part of the mechanisms of state control. Others pick up such themes in discussing the tensions in being part of a largely female workforce, expected to meet the attachment needs of young children, whilst at the same time often feeling a need to maintain some distance as self-protection from the intensity (see, for example: Elfer 2012, 2015).…”

Section: Dissipating the Inner Shadow Where The Enemy's Plots Are Wovenmentioning

confidence: 99%

Eating and scraping away at practice with two-year-olds

Barron

Taylor

2017

Pedagogy, Culture & Society

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This paper examines how early childhood policy initiatives in the United Kingdom and internationally currently reflect neoliberal concerns with school readiness in the development of human capital and what diverse theoretical perspectives might offer. The focus is a project involving a group of early childhood academics from one university and a small group of practitioners from a range of early years' settings in the North of England. In thinking about practice, the paper explores a number of 'lines of flight', drawing on literature, philosophy and sociology to eat and scrape away at how provision for young children is commonly understood. What emerges from the scraping is not the clarity of fixities but the need for the weaving of resemblances that constantly transform meanings. We offer an engagement with heterogeneous theoretical ideas to help us think differently about the negotiation of ethical and equitable practices with children.

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“…Hence the pedagogical address to the child (or children) has been a site for philosophical subversion (as in Lyotard, 1992; see also Burman, 1998;Hickey-Moody, 2013) and involves attention to irrational, culturally-sedimented ideas as explicit theories (Burman, 2008b(Burman, , 2015bCastañeda 2002).…”

Section: Pedagogies Of Subjectification or 'Child As Method'mentioning

confidence: 99%

Fanon and the child: Pedagogies of subjectification and transformation

Burman

2016

Curriculum Inquiry

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Frantz Fanon's analysis of colonial experience has widely influenced educational theory and practice. Yet despite much focus on the gendered and sexed dynamics of racialization processes, and their applications to the dynamics in particular of teaching and learning, surprisingly little attention has been given to how these intersect both with generational relations and the models of children/childhood on which his account relies. In this paper, Fanon's representations of childhood across all his texts are analysed and evaluated. It is argued that attending to the diversities and instabilities of these representations not only strengthens critical engagement with Fanon's ideas conceptually, methodologically and in terms of pedagogical process, but also prompts reassessment of their contemporary relevance for, and corresponding challenges to, current pedagogical and political practice.

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Knowing Foucault, knowing you: ‘raced’/classed and gendered subjectivities in the pedagogical state

Cited by 5 publications

References 50 publications

(Re)sourcing the Character and Resilience Manifesto: Suppressions and Slippages of (Re)presentation and Selective Affectivities

(Re)sourcing the Character and Resilience Manifesto: Suppressions and Slippages of (Re)presentation and Selective Affectivities

Eating and scraping away at practice with two-year-olds

Fanon and the child: Pedagogies of subjectification and transformation

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