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Although a large amount of ethnographic research has been conducted in schools, little is known about the particularity of the school, about what makes the school--as a school--different from other (learning) environments. As school ethnographies focus primarily on the perspectives and interpretations of pupils and teachers, the school itself remains largely ignored. Drawing on ethnographic research within six Flemish secondary schools, the particularity of the school is examined through its possible regime of enunciation. By focussing on both sociomaterial and discursive elements within school practices, we look for markers which point at a specific pedagogical regime of enunciation within these practices. Attention is then paid to the manner of speech, to the elements at stake when sayings occur, to the knitting together of objects, time(s) and space(s) as they are enacted through and as part of practices at school.

Although a large amount of ethnographic research has been conducted in schools, little is known about the particularity of the school, about what makes the school – as a school – different from other (learning) environments. As school ethnographies focus primarily on the perspectives and interpretations of pupils and teachers, the school itself remains largely ignored. Drawing on ethnographic research within six Flemish secondary schools, the particularity of the school is examined through its possible regime of enunciation. By focussing on both sociomaterial and discursive elements within school practices, we look for markers which point at a specific pedagogical regime of enunciation within these practices. Attention is then paid to the manner of speech, to the elements at stake when sayings occur, to the knitting together of objects, time(s) and space(s) as they are enacted through and as part of practices at school. [ABSTRACT FROM AUTHOR]