Future teachers debate charter schools on Facebook

Analysing Their Political Subjectivities

Bibliographic Data

ID2919693
AuthorsK Nairn (0000-0002-0855-8434, University of Otago, corresponding author), Victoria Anderson (0000-0002-2055-8998, Higher Education Development Centre, University of Otago, Dunedin, New Zealand), Vivienne Anderson, Keely Blanch (0000-0003-1793-2974, University of Otago)
Year2018
Volume39
Issue1
Pages41-52
Publication date2018-01-02
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2016.1228045
OpenAlexW2510570967
LanguageEN
Citations received2
References cited14

We argue that Garrett and Segall’s concepts of ‘doing school’ and ‘pushing back’ are valuable tools for analysing pre-service teachers’ political views of neoliberal education reforms such as the introduction of charter schools. We extend Garrett and Segall’s conceptualization by hybridizing ‘doing school’ and ‘pushing back’ in order to move beyond a simplistic celebration of student resistance, which often overlooks forms of resistance that are compliant with the status quo, in this case the neoliberal status quo. We analyse participants’ political views as they emerged in a debate about charter schools in New Zealand. Garrett and Segall’s concepts, in conjunction with poststructuralist theories of subjectivity, are deployed as analytical tools for understanding the complexity of students’ political subjectivities in a debate conducted on a Facebook page set up for that purpose

Charter · Conceptualization · Epistemology · Pedagogy · Political science · Political subjectivity · Politics · Public relations · Social science · Sociology · Status quo · Subjectivity · Diverse Education Studies and Reforms · Global Education and Multiculturalism · Law · Parental Involvement in Education

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