Envisaging agency as discourse hybridity

A Butlerian analysis of secondary classroom discourses

Bibliographic Data

ID2935911
AuthorsJ Charteris (0000-0002-1554-6730, University of New England, corresponding author)
Year2016
Volume37
Issue2
Pages189-203
Publication date2016-03-03
Peer ReviewedYes
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)
DOI10.1080/01596306.2014.943156
OpenAlexW1997370850
LanguageEN
Citations received3
References cited39

Conceptualised from a range of sociological perspectives, and theorised extensively over the last 50 years, human agency is an integral element to lifelong learning. Poststructural theory with its decentred discursive construction of the learner offers a vibrant conception of classroom dynamics. This paper envisions how learner agency can be performative in the discursive space of a secondary classroom. The research disrupts the notion of a unified subject, a key tenet of sovereign theory that is evident in conceptions of the 'self-regulated', 'self-motivated', 'self-efficacious' student. Drawing on the work of Judith Butler and Bronwyn Davies, the classroom relations in this study are read as both dynamic and interdiscursive. Agency plays out through learners' discourse moves as they act upon and blend discourses to learn in a New Zealand Year 9 science classroom

Discourse analysis · Epistemology · Hybridity · Linguistics · Pedagogy · Performative utterance · Self · Social science · Sociology · Anthropology · Computer Science · Gender Studies · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Philosophy · Teacher Education and Leadership Studies

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