Sound, space and power in a primary school

Gallagher, Michael

doi:10.1080/14649365.2011.542481

Cited by 51 publications

(36 citation statements)

References 49 publications

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“…Barker et al, 2010). Gallagher (2011) importantly, highlights that these relationships of control and resistance are enacted through sound along with vision. This paper builds upon this body of research to focus upon schools as normalising institutions; how specific norms circulate school spaces (Ansell, 2009) and actively form subjects (Gagen, 2004;Pykett, 2007).…”

Section: Schools As Normalising Institutionsmentioning

confidence: 99%

Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion

2012

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This paper explores the experiences of young people on the autistic spectrum (AS) who attend a special unit within a mainstream secondary school in England. The paper feeds into contemporary debates about the nature of inclusive schooling and, more broadly, special education. Young people on the AS have been largely neglected within these debates. The paper focuses upon processes of normalisation and abnormalisation to which the young people on the AS are subject, and how these are interconnected with inclusion and exclusion within school spaces. At times, the unit is a container for the abnormally behaving. However, processes of normalisation pervade the unit, attempting to rectify the deviant mind-body-emotions of the young people on the AS to enable their inclusion within the mainstream school. Normalisation is conceptualised as a set of sociospatially specifi c and contextual practices; norms emerge as they are enacted, and via a practical sense of the abnormal. Norms are sometimes reworked by the young people on the AS, whose association with the unit renders them a visible minority group. Thus, despite some problems, special units can promote genuine 'inclusive' education, in which norms circulating mainstream school spaces are transformed to accept mind-body-emotional diff erences.

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Section: Schools As Normalising Institutionsmentioning

confidence: 99%

Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion

2012

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“…Butler's sustained influence within geography, particularly on feminist and nonrepresentational strands of the discipline, her works on subjection and the psychic life of power have been relatively under-explored (Thomas, 2010, although see Bondi, 2005;Gallagher, 2011;M. Rose, 2002;Werner, 2006).…”

Section: Embodied Social Capital Habitus and Emotional Capitalmentioning

confidence: 99%

Emotions and the habitus: Young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times

Holt

Bowlby

Lea

2013

Emotion, Space and Society

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Citation: HOLT, L., BOWLBY, S. and LEA, J., in press. Emotions and the habitus: young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times. Emotion, Space This item was submitted to Loughborough's Institutional Repository (https://dspace.lboro.ac.uk/) by the author and is made available under the following Creative Commons Licence conditions.For the full text of this licence, please go to: http://creativecommons.org/licenses/by-nc-nd/2.5/ Emotions and the habitus: young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times AbstractIn this paper we explore the importance of emotionally inter-dependent relationships to the functioning of embodied social capital and habitus. Drawing upon the experiences of young people with socio-emotional differences, we demonstrate how emotionally interdependent and relatively nurturing relationships are integral to the acquisition of social capital and to the co-construction and embodiment of habitus.The young people presented in this paper often had difficulties in forging social relationships and in acquiring symbolic and cultural capital in school spaces.However, we outline how these young people (re)produce and embody alternative kinds of habitus, based on emotionally reciprocal relationships forged through formal and informal leisure activities and familial and fraternal social relationships. These alternative forms of habitus provide sites of subjection, scope for acquiring social and cultural capital and a positive sense of identity in the face of problematic relations and experiences in school spaces. Key wordsHabitus, emotional capital, social capital, young people, socio-emotional differences, Social Emotional and Behavioural Difficulties (SEBD)Emotions and the habitus: young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times 1

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“…Sounds both produce particular spatialities, and are shaped by the architecture of a space (Blesser and Salter, 2007;Gallagher, 2011). Social psychologists have long recognised that noise has an effect on social behaviour, for example, high levels of background noise decrease the incidence of helpful behaviour and the concept of 'soundscapes' has been used by geographers to bring out the inherently spatial aspects of a range of sonic environments (e.g.…”

Section: Aural Architecturementioning

confidence: 99%

Experimenting with spaces of encounter: Creative interventions to develop meaningful contact

et al. 2015

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Sound, space and power in a primary school

Cited by 51 publications

References 49 publications

Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion

Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion

Emotions and the habitus: Young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times

Experimenting with spaces of encounter: Creative interventions to develop meaningful contact

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