Inclusion and mastery : variations on the theme of subjection

Lise B. Claiborne; Sue Cornforth; Bronwyn Davies; Andrea Millegan; Elizabeth J. White

doi:10.1080/09540250802213107

Inclusion and mastery : variations on the theme of subjection

Lise B. Claiborne, Sue Cornforth, Bronwyn Davies, Andrea Millegan, Elizabeth J. White

Research output: Contribution to journal › Article

15 Citations (Scopus)

Abstract

This article undertakes a discursive analysis of the concepts of ÃƒÂ¢Ã¢"šÂ¬Ã‹Å“inclusionÃƒÂ¢Ã¢"šÂ¬Ã¢"žÂ¢ and ÃƒÂ¢Ã¢"šÂ¬Ã‹Å“masteryÃƒÂ¢Ã¢"šÂ¬Ã¢"žÂ¢ using memory stories generated in a collective biography workshop. The five authors analysed their memories from childhood and adolescence on two separate and competing concepts that currently inform educational practice: inclusion and mastery. These stories of mastery/nonÃƒÂ¢Ã¢"šÂ¬Ã‚Âmastery and inclusion/exclusion often exceeded or transgressed dominant normative discourses concerning the competent performance of autonomous selves. Drawing on the work of several theorists, they authors explored these transgressions. In so doing, their analysis extends ButlerÃƒÂ¢Ã¢"šÂ¬Ã¢"žÂ¢s theorising of the human subject as constituted through processes of exclusion and differentiation.

Original language	English
Pages (from-to)	47-61
Number of pages	15
Journal	Gender and Education
Volume	21
Issue number	1
DOIs	https://doi.org/10.1080/09540250802213107
Publication status	Published - 2009

Keywords

autonomy
collective memory
discourse analysis
educational equalization
memory
subjectivity

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10.1080/09540250802213107

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AU - Claiborne, Lise B.

AU - Cornforth, Sue

AU - Davies, Bronwyn

AU - Millegan, Andrea

AU - White, Elizabeth J.

PY - 2009

Y1 - 2009

N2 - This article undertakes a discursive analysis of the concepts of ÃƒÂ¢Ã¢"šÂ¬Ã‹Å“inclusionÃƒÂ¢Ã¢"šÂ¬Ã¢"žÂ¢ and ÃƒÂ¢Ã¢"šÂ¬Ã‹Å“masteryÃƒÂ¢Ã¢"šÂ¬Ã¢"žÂ¢ using memory stories generated in a collective biography workshop. The five authors analysed their memories from childhood and adolescence on two separate and competing concepts that currently inform educational practice: inclusion and mastery. These stories of mastery/nonÃƒÂ¢Ã¢"šÂ¬Ã‚Âmastery and inclusion/exclusion often exceeded or transgressed dominant normative discourses concerning the competent performance of autonomous selves. Drawing on the work of several theorists, they authors explored these transgressions. In so doing, their analysis extends ButlerÃƒÂ¢Ã¢"šÂ¬Ã¢"žÂ¢s theorising of the human subject as constituted through processes of exclusion and differentiation.

AB - This article undertakes a discursive analysis of the concepts of ÃƒÂ¢Ã¢"šÂ¬Ã‹Å“inclusionÃƒÂ¢Ã¢"šÂ¬Ã¢"žÂ¢ and ÃƒÂ¢Ã¢"šÂ¬Ã‹Å“masteryÃƒÂ¢Ã¢"šÂ¬Ã¢"žÂ¢ using memory stories generated in a collective biography workshop. The five authors analysed their memories from childhood and adolescence on two separate and competing concepts that currently inform educational practice: inclusion and mastery. These stories of mastery/nonÃƒÂ¢Ã¢"šÂ¬Ã‚Âmastery and inclusion/exclusion often exceeded or transgressed dominant normative discourses concerning the competent performance of autonomous selves. Drawing on the work of several theorists, they authors explored these transgressions. In so doing, their analysis extends ButlerÃƒÂ¢Ã¢"šÂ¬Ã¢"žÂ¢s theorising of the human subject as constituted through processes of exclusion and differentiation.

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KW - educational equalization

KW - memory

KW - subjectivity

UR - http://handle.uws.edu.au:8081/1959.7/499755

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JO - Gender and Education

JF - Gender and Education

IS - 1

ER -

Inclusion and mastery : variations on the theme of subjection

Abstract

Keywords

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