The Power In / Of Language E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: Educational Philosophy and Theory Special Issues
• Sprache: Englisch

Seitenzahl: 404

Veröffentlichungsjahr: 2012

Beschreibung

The Power In/Of Language features a collection of essays that analyse the ways in which language is utilized in contemporary education revealing its deeply entrenched power relationships.

• Features essays grounded in theoretical rigor that offer critical insights into contemporary educational practice
• Provides educators with fresh new perspectives on language in education
• Based on the latest research data

Leseprobe

Table of Contents

Cover

Educational Philosophy and Theory Special Issue Book Series

Title page

Copyright page

Notes on Contributors

Foreword

Introduction

1 The Actions of Affect in Deleuze: Others using language and the language that we make . . . 

Introduction

Talking with Unconscious-affect

Teaching and Learning with Language-affect

The Machinic Phylum: Power and Language in Context

Erotic Language-affects

Conclusion

2 Manufacturing Consent: A corpus-based critical discourse analysis of New Labour’s educational governance

Introduction

Discourse, Education, and the Capitalist State

Corpus-based Critical Discourse Analysis

‘Personalisation’

‘Managerialisation’

Conclusion

3 ‘Relative Ignorance’: Lingua and linguaggio in Gramsci’s concept of a formative aesthetic as a concern for power

Catharsis as a Formative Aesthetic

Noumenal ‘Grounds’

Kantian Interludes

Private, Individual, Social

Formative Struggle and Legislative Grammar

Taylorism and Post-Taylorism

Closing Remarks

4 Beyond Discourse? Using Deleuze and Guattari’s schizoanalysis to explore affective assemblages, heterosexually striated space and lines of flight online and at school

Introduction

Researching Online and School Space: Affective Assemblages and Lines of Flight

Heterosexually Striated and Commodified Visual Space on Bebo

Affective Striations of Friendship, ‘Luv’ and Conflict

What Can a Body Do?

Conclusions

Acknowledgements

5 Will They Ever Speak with Authority? Race, post-coloniality and the symbolic violence of language

Then, Who Owns Language?

Season of Migration to Canada

Ethnography and Hospitality

Race-in(g)-Language: Le français parisien Illegitimately Spoken

Consequently: Making Linkages and Conclusions

6 Romantic Agrarianism and Movement Education in the United States: Examining the discursive politics of learning disability science

Movement Education

Romantic Agrarianism and Neurology

Physical Limitation

Expansion of Constraints

Technological Culture

The Urban Child

Saving the World

7 Lost in Translation: The power of language

Introduction

Power and Translation

In Search of a Common Language

Contingency in Translation

Linguistic Hospitality

Conclusion

8 The Product of Text and ‘Other’ Statements: Discourse analysis and the critical use of Foucault

Different Horses for Different Courses . . . 

Analysing ‘Rigorously’

‘Doing’ Poststructural Discourse Analysis

Conclusion

9 After the Glow: Race ambivalence and other educational prognoses

Introduction: From Racial to Post-racial Imaginary

The Stubborn Significance of Race and Racism

On Race Ambivalence

Post-race as an Opportunity

Towards a New Day

Index

Educational Philosophy and Theory Special Issue Book Series

Series Editor: Michael A. Peters

The Educational Philosophy and Theory journal publishes articles concerned with all aspects of educational philosophy. Their themed special issues are also available to buy in book format and cover subjects ranging from curriculum theory, educational administration, the politics of education, educational history, educational policy, and higher education.

Titles in the series include:

The Power In/Of Language

Edited by David R. Cole & Linda J. Graham

Educational Neuroscience: Initiatives and Emerging Issues

Edited by Kathryn E. Patten and Stephen R. Campbell

Rancière, Public Education and the Taming of Democracy

Edited by Maarten Simons and Jan Masschelein

Thinking Education Through Alain Badiou

Edited by Kent den Heyer

Toleration, Respect and Recognition in Education

Edited by Mitja Sardo

Gramsci and Educational Thought

Edited by Peter Mayo

Patriotism and Citizenship Education

Edited by Bruce Haynes

Exploring Education Through Phenomenology: Diverse Approaches

Edited by Gloria Dall’Alba

Academic Writing, Philosophy and Genre

Edited by Michael A. Peters

Complexity Theory and the Philosophy of Education

Edited by Mark Mason

Critical Thinking and Learning

Edited by Mark Mason

Philosophy of Early Childhood Education: Transforming Narratives

Edited by Sandy Farquhar and Peter Fitzsimons

The Learning Society from the Perspective of Governmentality

Edited by Jan Masschelein, Maarten Simons, Ulrich Bröckling and Ludwig Pongratz

Citizenship, Inclusion and Democracy: A Symposium on Iris Marion Young

Edited by Mitja Sardoc

Postfoundationalist Themes In The Philosophy of Education: Festschrift for James D. Marshall

Edited by Paul Smeyers and Michael A. Peters

Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning

Edited by David Lines

Critical Pedagogy and Race

Edited by Zeus Leonardo

Derrida, Deconstruction and Education: Ethics of Pedagogy and Research

Edited by Peter Pericles Trifonas and Michael A. Peters

Notes on Contributors

John Baldacchino is currently Associate Professor of Art and Art education at Columbia University’s Teachers College. He is the author of five books. His most recent, Makings of the Sea (Gorgias, 2010) is the first of a trilogy he is writing on Mediterranean Aesthetics with the other volumes projected for 2013 and 2014. He is currently completing another book, Art’s Way Out: Exit pedagogy and the cultural condition, to be published by Sense late in 2011/early 2012. His research concentrates on the arts, philosophy and education. Email: [email protected]

David R. Cole is Associate Professor at the University of Western Sydney. He has published widely in journals such as Prospect, Curriculum Perspectives and English in Australia. In addition, he has edited three books on literacy theory called: Multiliteracies in Motion: Current theory and practice (Routledge); Multiliteracies and Technology Enhanced Education: Social practice and the global classroom (IGI) and Multiple Literacies Theory: A Deleuzian perspective (Sense). He researches in the fields of affective literacy, multiple literacies theory and multiliteracies where he applies Deleuzian theory to open up important social questions in education. He published a novel in 2007 called A Mushroom of Glass (Sid Harta, Melbourne). Email: David. [email protected]

Scot Danforth is a Professor in the College of Education and Human Ecology at The Ohio State University. His most recent book is The Incomplete Child: An Intellectual History of Learning Disabilities (Peter Lang), a historical analysis of the conceptual and practical development of a science of learning disabilities in the United States. Email: [email protected]

Sandy Farquhar is a senior lecturer in the Faculty of Education at the University of Auckland, where she teaches in early childhood education with a focus on philosophy, curriculum and policy. She was a recipient of the inaugural PESA scholarship in 2006. She has recently published Ricoeur, Identity and Early Childhood (Rowman and Littlefield, 2010). Email: [email protected]

Peter Fitzsimons has at various times been a teacher, a professional musician, a radio journalist, a factory manager, and more recently a management consultant in education and health. His PhD focussed on Nietzsche and Education and his recent writing explores the relationship between ethics and social policy. He has published two books and a number of international peer-reviewed journal articles. Email: [email protected]

Linda J. Graham is an Australian Research Council (ARC) Discovery Postdoctoral Fellow and Senior Lecturer in the School of Education at Macquarie University in Sydney. Her research interests concern the role of education policy and school practices in the medicalization of childhood and the improvement of responses to children who are difficult to teach. Email: [email protected]

Awad Ibrahim is Professor at the Faculty of Education of the University of Ottawa, Canada. He is a curriculum theorist, with special interest in cultural studies, Hip-Hop, youth and Black popular culture, philosophy and sociology of education, ethnography and applied linguistics. He is the editor of the journal Philosophical Studies in Education, and (with Samy Alim and Alastair Pennycook) of Global Linguistic Flows: Hip-Hop cultures, youth identities and the politics of language (Routledge, 2009). His book, ‘Hey, Whassup Homeboy?’ Becoming Black: Hip-hop, language, culture and the politics of identity is to be published by the University of Toronto Press. Email: [email protected]

Zeus Leonardo is Associate Professor in Social and Cultural Studies in Education and Affiliated Faculty of Designated Emphasis in Critical Theory at the University of California, Berkeley. He has published several dozen articles and book chapters on race and educational theory. He is the author of Ideology, Discourse, and School Reform (Praeger), editor of Critical Pedagogy and Race (Blackwell), and co-editor of Charting New Terrains of Chicano(a)/Latino(a) Education (Hampton Press). His articles have appeared in Educational Researcher, Race Ethnicity & Education, and Studies in Philosophy and Education. His recent books are Race, Whiteness, and Education (Routledge) and Handbook of Cultural Politics and Education (Sense). Email: [email protected]

Jane Mulderrig (PhD, Lancaster University) is a Lecturer in Applied Linguistics at Sheffield University. She is on the editorial boards of Glossa, Discourse, and Journal of Critical Education Policy Studies. Her main research interests are in applying corpus-based critical discourse analysis to investigate questions of identity, power and personality in a range of discourse contexts. Her publications use this approach to investigate New Labour ‘spin’, discourses of the knowledge economy in UK education policy, and most recently to develop a linguistic approach to the analysis of ‘soft power’ in contemporary governance. Jane has also published in the area of disability and gender policies, and equality and human rights. She is currently investigating public discourses of ageing. For details of other activities and to download publications see: http://www.shef.ac.uk/ english/staff/mulderrig.html. Email: [email protected]

Jessica Ringrose is a Senior Lecturer at the London Institute of Education. She is currently researching young people’s digitized sexual cultures and subjectivities. Her research on classed and raced femininities and competitive, heterosexualized aggression and (cyber)bullying can be found in Feminism and Psychology, Feminist Theory, Girlhood Studies, and British Journal of Sociology of Education, among others. Jessica’s new book: Postfeminist Education? Girls and the sexual politics of schooling will be published by Routledge in 2011. Email: [email protected]

Foreword

This monograph in the Educational Philosophy and Theory series brings into sharp focus the power of language and the many different ways discourse can dominate or liberate. The Power In/Of Language edited by David R. Cole and Linda J. Graham takes up its challenge from Zeus Leonardo’s remarks on ‘white privilege’ which he suggests is often perpetuated through discursive strategies and tactics.

This collection is thematically integrated by the fact that contributors reference the work of Foucault, Deleuze and Gramsci (among others) across a range of themes and subject areas: disability science, post-colonial theory, critical discourse analysis and critical race theory to name a few of the prominent examples. Given the linguistic and discursive turns of educational and cultural theory, this emphasis on the ‘power of language’ is a welcome one and the penetrating analyses by renowned scholars will be of great service to those in the field working to analyse and unseat race, gender, class and cultural privilege.

Introduction

David R. Cole and Linda J. Graham

This monograph examines discursive strategies of domination and resistance used within the educational context.

In his 2004 essay ‘The Color of Supremacy: Beyond the discourse of “white privilege” ‘, Zeus Leonardo (2004, p. 137) argues that ‘white racial supremacy revolves less around the issue of unearned advantages, or the State of being dominant, and more around direct processes that secure domination and the privileges associated with it’. In relation to the issue of ‘white privilege’, he claims that in failing to engage with the active strategies and tactics employed by some groups to gain and maintain dominance over others, scholars end up perpetuating ‘an image of domination without agents’ (p. 137). Leonardo challenges those interested in marginalisation to direct critical attention beyond the status of dominance or marginality towards the structural, political, social and economic forces that allow them to be so.

In taking up Leonardo’s challenge, we noted that strategies and tactics of domination are often discursive – hidden beneath layers of everyday language, ways of speaking about others and, interestingly, also about ‘ourselves’. Because we think we are speaking only of ourselves, whether that be in racial, nationalistic or cultural terms, we fail to acknowledge or accept how speaking of ourselves is in fact a way of defining and subjectivating others – who we can then position as unlike ‘us’. Language is thus a powerful weapon but, like other weapons, language can both hurt and defend. We are interested not only in the discursive tactics used to position the ‘other’, but also in the subversive effects of creative, determined and sustained responses to those tactics. For there are responses, even though they may eventually be ignored, vilified or victimised. So whilst, as Butler (1997) argues, ‘a name tends to fix, to freeze, to delimit’ (p. 35), the act of speaking to or speaking of also opens a space for linguistic return – an opportunity for the subjected to retort and subvert. This right of reply to address provides radical opportunities for the marginalised to speak themselves differently and, in so doing, engage in purposeful resistance.

To bring these broader issues into sharper focus within the educational context, this book features scholarly works that outline strategies and tactics of domination and resistance in and around (or ‘outside’) places of teaching and learning

1

The Actions of Affect in Deleuze: Others using language and the language that we make … 

David R. Cole

Introduction

Gilles Deleuze inextricably ties up the ways in which power works through and in language with affect. The problem that confronts us is therefore: What is affect, and how does it relate to language and power? Deleuze suggests that we get different answers to these questions depending upon whom we ask, and as such resists outlining a clear definition of affect anywhere in his oeuvre. In this paper, I have constructed the two ways in which affect is approached in the writing of Deleuze in terms of a model (please refer to Figure 1) to aid comprehension of the idea, though this does not represent a unified theory of affect. The point of the Deleuzian scholarly synthesis and reinvention of these thinkers through his studies (Hardt, 1993) is not to become confused by the ways in which affect has been deployed to support different philosophical outlooks, but to realise that affect is a philosophical tool that helps to build perspectives. For example, Spinoza used affect in his system of ethics to connect desire with reason; language therefore takes on a powerful ethical and joyful cadence as it communicates deeply felt emotions. Nietzsche used affect as a basis for sensation in his understanding of the will to power and the eternal return. Language, as such, assumes power as it is combined with the ways in which the repetitions of time and the energies of the will may drive one’s life. Bergson, on the other hand, made affect part of his conception of and the , so that language may be imbued with the many subtle nuances of the continuities in time, memory and creativity, and these may constitute power. One should not therefore try to teach the truth of affect, nor rationalise it into a coherent or unified ‘affect theory’ but instead use it to develop theory that will help to sustain and modify one’s views with empirical evidence and the fluctuations that may be contained in this evidence.