Laura Teague
Biographic Data
| ID | 756907 |
|---|---|
| NAME | Laura Teague |
| GIVEN NAMES | Laura |
| FAMILY NAME | Teague |
| SIGNATURE | TEAGUE L |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Including 'difficult' students: Counter Politics, Play and Liveability in the Primary School Classroom
Drawing upon Judith Butler’s conceptualisation of performativity and subjectification, this article explores the effects of different kinds of counter political action to disrupt exclusionary school practices that further marginalise children who are, often already, on the edges of school life. Firstly, tracing the impossibilities sometimes encountered when taking up a politics of reinscription, the article goes on to argue that the role of the p…
The curriculum as a site of counter politics: Theorising the ‘domain of the sayable’
Whilst there has been increasing focus on the impact of neoliberal education policy on the curriculum covered in schools, as well as on teacher and student subjectivities, less research has been done on the possibility, or otherwise, for teachers to challenge curriculum constraints. Arguing that these curriculum constraints are not simply imposed by an external censor, this article takes up Judith Butler’s concept of the ‘domain of the sayable’ t…
Acceptance of the limits of knowability in oneself and others: Performative Politics and Relational Ethics in the Primary School Classroom
This paper takes up Judith Butler's calls to suspend the desire to completely know the other, and discusses these in relation to the pedagogic relationship in the classroom. It draws upon existing accounts of performative reinscription as a politics to disrupt exclusionary schooling practices and discusses these alongside Butler's theories of relationality. In so doing, it argues that the pedagogic relationship is the space within which performat…
Subjectivity, Agency and Political Pedagogy in the Primary School
This article explores power, resistance and agency in relation to pedagogic politics aiming to disrupt schooling inequalities. It theorises the concept of agency in enacting politics in the classroom and attempts to demonstrate the precariousness of the position of the teaching subject engaging in radical politics. Focusing on a detailed data excerpt depicting resistance towards classroom testing regimes, the article explores the way in which the…
Acceptance of the limits of knowability in oneself and others: Performative Politics and Relational Ethics in the Primary School Classroom
This paper takes up Judith Butler's calls to suspend the desire to completely know the other, and discusses these in relation to the pedagogic relationship in the classroom. It draws upon existing accounts of performative reinscription as a politics to disrupt exclusionary schooling practices and discusses these alongside Butler's theories of relationality. In so doing, it argues that the pedagogic relationship is the space within which performat…
The curriculum as a site of counter politics: Theorising the ‘domain of the sayable’
Whilst there has been increasing focus on the impact of neoliberal education policy on the curriculum covered in schools, as well as on teacher and student subjectivities, less research has been done on the possibility, or otherwise, for teachers to challenge curriculum constraints. Arguing that these curriculum constraints are not simply imposed by an external censor, this article takes up Judith Butler’s concept of the ‘domain of the sayable’ t…
Including 'difficult' students: Counter Politics, Play and Liveability in the Primary School Classroom
Drawing upon Judith Butler’s conceptualisation of performativity and subjectification, this article explores the effects of different kinds of counter political action to disrupt exclusionary school practices that further marginalise children who are, often already, on the edges of school life. Firstly, tracing the impossibilities sometimes encountered when taking up a politics of reinscription, the article goes on to argue that the role of the p…
Subjectivity, Agency and Political Pedagogy in the Primary School
This article explores power, resistance and agency in relation to pedagogic politics aiming to disrupt schooling inequalities. It theorises the concept of agency in enacting politics in the classroom and attempts to demonstrate the precariousness of the position of the teaching subject engaging in radical politics. Focusing on a detailed data excerpt depicting resistance towards classroom testing regimes, the article explores the way in which the…
Subjectivity, Agency and Political Pedagogy in the Primary School
This article explores power, resistance and agency in relation to pedagogic politics aiming to disrupt schooling inequalities. It theorises the concept of agency in enacting politics in the classroom and attempts to demonstrate the precariousness of the position of the teaching subject engaging in radical politics. Focusing on a detailed data excerpt depicting resistance towards classroom testing regimes, the article explores the way in which the…
Acceptance of the limits of knowability in oneself and others: Performative Politics and Relational Ethics in the Primary School Classroom
This paper takes up Judith Butler's calls to suspend the desire to completely know the other, and discusses these in relation to the pedagogic relationship in the classroom. It draws upon existing accounts of performative reinscription as a politics to disrupt exclusionary schooling practices and discusses these alongside Butler's theories of relationality. In so doing, it argues that the pedagogic relationship is the space within which performat…
The curriculum as a site of counter politics: Theorising the ‘domain of the sayable’
Whilst there has been increasing focus on the impact of neoliberal education policy on the curriculum covered in schools, as well as on teacher and student subjectivities, less research has been done on the possibility, or otherwise, for teachers to challenge curriculum constraints. Arguing that these curriculum constraints are not simply imposed by an external censor, this article takes up Judith Butler’s concept of the ‘domain of the sayable’ t…
Including 'difficult' students: Counter Politics, Play and Liveability in the Primary School Classroom
Drawing upon Judith Butler’s conceptualisation of performativity and subjectification, this article explores the effects of different kinds of counter political action to disrupt exclusionary school practices that further marginalise children who are, often already, on the edges of school life. Firstly, tracing the impossibilities sometimes encountered when taking up a politics of reinscription, the article goes on to argue that the role of the p…
Law (4 works) · Pedagogy (4 works) · Political science (4 works) · Politics (4 works) · Sociology (4 works) · Epistemology (3 works) · Law (3 works) · Social science (3 works) · Educator Training and Historical Pedagogy (2 works) · Gender Studies (2 works)