Om at Vente Og Ikke Vide
Tid og disciplin i en engelsk primary school
Bibliographic Data
| ID | 2654532 |
|---|---|
| Authors | Anne Lærke (corresponding author) |
| Year | 1998 |
| Issue | 38 |
| Publication date | 1998-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Tidsskriftet Antropologi (BOOK_SERIES) |
| Journal identifiers | ISSN: 0906-3021 • E-ISSN: 2596-5425 |
| Publisher | Det Kgl. Bibliotek/Royal Danish Library (PUBLISHER) |
| DOI | 10.7146/ta.v0i38.115219 |
| OpenAlex | W3197621304 |
| Language | EN |
| Citations received | 1 |
| References cited | 3 |
Anna Lærke: Waiting Patiently: Time and Discipline in an English Primary School In 1994-96, the author conducted fieldwork among young children in an English village. The article focuses on local notions and practices of discipline in the village primary school, specifically on the use of time as a disciplinary technique. The term 'discipline' is used, in a broad sense, to denote practices. strategies, and ideas involved in children's and adults' demarcations of one another's identities. Thus, it is argued, adult and child notions of age as a naturalized measure of children's (but not adults') identity, and adult time-controlling practices such as timescheduling and pausing, play into, and in tum construct, notions of 'the Child' as more 'biologically determined' and less socially skilied than 'the Adult'. With reference to examples from the field, the author asks to what extent one can theorize child practices such as 'disruptive behaviour' and 'slowness' as expressions of pupil resistance to teacher domination in the school. It is tentatively suggested that adult-child relations be viewed not as simple dominationsubordination relations, but rather as complex and continuous negotiations of relative values
Aesthetics · Art · Construct (python library · Discipline · Field (mathematics · Humanities · Identity (music · Negotiation · Pedagogy · Social science · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Gender Studies · Mathematics · Psychology · Social and Educational Sciences
| Citations per year | 0.05 |
|---|---|
| Citation span | 2006 - 2006 (1) |
| Highly cited | No |