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In this paper I explore the process of subjectification (sometimes also called subjectivation, or simply, subjection) through which one becomes a subject—a process that Butler describes in terms of simultaneous mastery and submission, entailing a necessary vulnerability to the other in order to be. I examine the conceptual work Butler has undertaken to extend the Foucauldian concept of subjectification, and I draw on some encounters between teachers and their students in order to make these processes of subjectification understandable in the context of education. I conclude the paper with some notes toward an ethics of classroom practice. [ABSTRACT FROM AUTHOR]

Most analyses of resistance, subjectivity, and identity formation have been developed out of research on predominantly `western' industrialized nations. It his research has been full of insight, but it has limited our understanding of the importance of historical specificity, of conjunctural relations, and of the ways dais, gender, and race! ethnic histories and experiences take on specific meanings in different contexts. By focusing on one of these `different contexts `-South Korea and its recent moves to institute career education and to have more students identify as manual workers we wish. to show how such specificities work to produce particular forms of resistance, subjectivity, and identity, in the Republic of Korea (South Korea), the dominant faction of the power bloc has tried to reconstitute work subjectivity through education as part of its ongoing hegemonic project. This has been done in order to deal with economic stagnation and to recover the bloc's political and ideological power which was seriously weakened by the democratic and labor movements of the 1980s. This paper examines the ways in which administrators, teachers, and students in Korean commercial high schools responded to the policies and work subjectivities that were newly articulated by the dominant grout. Data used in this paper were gathered in an ethnographic study of two commercial high schools in Korea. The paper combines perspectives from both structural and poststructuraI theories to explore the complexities of these responses. [ABSTRACT FROM AUTHOR]

Professionals were once considered to be the civic leaders, the deliverers of the - society However, the old order has cracked under the pressure of social change, leaving a very different relation between professionals and their publics. This paper addresses some of the questions occasioned by these changes. Where does the altered pours relation between parents, students and teachers leave the notion of teacher professionalism? What is the role of professionals within the emergent order? The paper is a product of the ESRC-funded New Forms of Education Management Project (Local Governance Programme) It argues that, within the new management of education, the professional codes and practices point to a changing relation between teachers and what has traditionally been seen as their specialist knowledge. An outcome of this altered relation is the empowerment of parents and students in relation to teachers However, the new relation depends upon new shared understandings and new sets of agreement-making and these in turn depend upon new processes of agreement-making and a radically altered power relation between parents, students and teachers as they jointly develop these processes The paper reviews the changing purposes of professionalism during the second half of the 20th century and outlines a new version of teacher professionality based upon the enabling of learning, the accommodation of difference, and the practice of agreement Agreement is then 'theorised' in terms of the nature of agreement and the institutional structuring of agreement. [ABSTRACT FROM AUTHOR]

This paper explores the ways in which student teachers position themselves as teachers in primary classrooms. It focuses upon one discourse an primary teaching, which we have called the 'real teacher' discourse, and argues that it is mainly in terms of this that students come to understand `being a teacher'. [ABSTRACT FROM AUTHOR]

This article reports findings from two studies, both of which used resistance theory to explain students" response to education. One study focused on an inner-city primary school characterized by high student opposition to both teachers and schooling. The other study examined how students, previously considered failures in mainstream education, responded to a 'second chance' programme aimed at providing access to tertiary education. Each study considered the relationship between students, teachers and the curriculum, and how this relationship was produced, negotiated and transformed within the everyday culture and language of the students. The first study identified conditions which led students to reach a decisive moment in their lives where a free, and arguably final, choice was made to reject school and education more generally. The second study identified factors in students' lives, both educational and personal, which led either to the educational access they desired or further frustration and failure. In reporting these findings, this paper will explore the theoretical and empirical common ground, and also the tension, between each study, thus offering a deeper understanding of student response to education along a broad educational continuum. [ABSTRACT FROM AUTHOR]

The article studies how sexuality is deployed in regulative and tactical forms in higher education. It examines how masculinity through the internal discourses of education. It demonstrates how, on the basis of the normalization of masculinity, male teachers are able to regulate female student through the sexualizing of situations. This paper draws upon ethnographic research with 83 young, white, working-class women, aged seventeen to eighteen, on "caring courses, conducted over a period of 3 years in a Northern college of Further Education. This article is divided into three sections; section one examines how discourses of familialism, biological reproduction and hygiene, contribute towards the institutionalization and normalization of masculinity by framing the organization and experience of education. Section two examines how sexuality is ubiquitous in classroom interaction. Female students are able to draw upon sexuality as a tactical resource to challenge directly the legitimacy of masculine-regulative power.

In this paper an analysis of the concept of agency is undertaken. The traditional or agonistic definition of agency which assumes that to be a person is to have agency is rejected, in favour of a definition that shows the way in which agency may be discursively constructed as a positioning made available to some but not to others. This analysis is then applied to an episode in a primary school classroom to see whether the discursive practices in that classroom can be said to position the students as agentic. The particular classroom was chosen on the basis of the teacher's explicit wish that his students be agentic, but what the analysis shows is the extreme complexity involved in actually carrying this off given all of the contradictory beliefs and practices that militate against children actually being agentic. [ABSTRACT FROM AUTHOR]

There is in higher education a powerful discourse of 'independent learning'. While there may be pedagogical rationales to support the desirability of increased independence at the tertiary stage, it may also serve other institutional agendas, such as functioning as a way for academic staff to 'manage' the frustrations experienced as teachers as a result of pressures to prioritise research. However, the individualisation of learning constituted by this discourse under-emphasises the collaborative nature of learning. Academic success and failure are neither the property of the individual students nor of the instruction they receive, but lie rather in the relationships between students and the practices in which they and their teachers engage during the course of their ongoing interactions. The learning experiences of international doctoral students are used here to illustrate ways in which discourses of dependence and independence can operate to disempower students. [ABSTRACT FROM AUTHOR]

Teachers in Tasmania, Australia, gave accounts of their experience of increased workload in the 10 years between 1984 and 1994. They reported working longer hours, teaching more students and having increased professional, pastoral and administrative duties. The reasons for this increased workload include: (1) less money being spent on education; (2) changes in student assessment from a norm basis to a criterion basis; (3) a change in the administrative structure within the state colleges in which most respondents teach; (4) a change in the student population. The result, they reported, was that their workload was both increased and extended (intensified), leading to a much more complex workplace. Significantly, complexity was also produced by the attempt of teachers to maintain their professional commitment while adapting to the economic rationalist policies of administrators. However, loss of teachers through redundancy, stress and a move to part-time work has meant that those teachers remaining have had to rationalize their work and reduce their professional commitment. [ABSTRACT FROM AUTHOR]

This article explores how students and teachers in an Australian school have engaged in their school's politics of legitimation to participate in a disruptive moment concerning homophobia. Over a period of 3 year; students have, with the support of some teachers, actively sought to make homophobia an issue of concern within their school. Their activities have sewed to disrupt the legitimacy of the heterosexist hegemony operating within the school's discursive arrangements. It is demonstrated here in this article how the introduction of the issue of homophobia into the school's discursive framework has engaged anti-homophobic discourses with an educational politics of legitimation. This is a politics which is characterized by a struggle over the legitimacy of particular relations of power and is typified within the Greenwall setting by the presence of discourses of legitimation, disruption and containment. The engagement in such a politics on the issue of homophobia is not only a reflection of the disruptive moment existing in the wider community regarding sexuality, but has also created such a moment in the normalizing functions of this particular Queensland high school.

The work that pupils do to collaboratively construct the particular order of their classrooms is examined, the transcripts of a video-tape of the pupils in their classroom, both before and after class begins, are analysed to show how the pupils cue in to the order that their new teacher desires and to show the how the pupils do to assist their teacher in the elaboration of the order of their classroom. [ABSTRACT FROM AUTHOR]