Judith Butler and Education -
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Présentation Judith Butler And Education Format Broché
- Livre Science humaines et sociales, Lettres
Résumé : Introduction: Judith Butler and Education 1. Subjectification: the relevance of Butler's analysis for education 2. Emotions and Teacher Identity: a Poststructural perspective 3. Beyond gender identity? 4. Normative cruelties and gender deviants: the performative effects of bully discourses for girls and boys in school 5. Un-believing the matrix: queering consensual heteronormativity 6. Interrogating the changing inequalities constituting 'popular', 'deviant' and 'ordinary' subjects of school/subculture in Ireland: moments of new migrant student recognition, resistance and recuperation 7. Towards a research framework for race in education: critical race theory and Judith Butler 8. Undoing diversity: knowledge and neoliberal discourses in colleges of education 9. Fabricating 'Pacific Islander': pedagogies of expropriation, return and resistance and other lessons from a 'Multicultural Day' 10. Queer(y)ing New Schooling Accountabilities Through My School: Using Butlerian Tools to Think Differently About Policy Performativity 11. The curriculum as a site of counter politics: theorising the 'domain of the sayable'
Sommaire: Deborah Youdell is Professor of Sociology of Education in the School of Education at the University of Birmingham, UK. Her work develops analyses of the relationship between policy, practice and inequalities, and how inequalities are connected to subjectivities, everyday practices, pedagogy, institutional processes and policy. Her research has spanned issues of race, ethnicity, gender, sexuality, religion, social class, ability and disability and has been underpinned by her engagement with the work of Judith Butler. She is the author of School Trouble: identity, power and politics in education (2010), Impossible Bodies and Impossible Selves: exclusions and student subjectivities (2006), and Rationing Education: policy, practice, reform and equity (with David Gillborn, 1999). Her recent work is at the forefront of the developing field of biosocial education, which brings emerging knowledge in the new biological sciences together with sociological accounts of schooling and student subjectivities.