Teachers and Teaching: Subjectivity, performativity and the body
It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as-per...
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| Published in | Educational philosophy and theory Vol. 43; no. 2; pp. 178 - 192 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Taylor & Francis Group
01.03.2011
Blackwell Publishing Ltd Wiley-Blackwell Taylor & Francis Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0013-1857 1469-5812 1469-5812 |
| DOI | 10.1111/j.1469-5812.2009.00552.x |
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| Abstract | It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as-performatively constitute-teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as 'teaching', and the policing of conformity to teaching thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. |
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| AbstractList | It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as—performatively constitute—teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as ‘teaching’, and the policing of conformity to teaching thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. Uses Judith Butler's concept of performativity to analyse the reiterated acts that are intelligible as - performatively constitute - teaching, rather of the teacher as subject. Suggests that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as 'teaching', and the policing of conformity to teaching thus embodied. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence. It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as--performatively constitute--teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as 'teaching', and the policing of conformity to teaching thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. [PUBLICATION ABSTRACT] It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, the authors use Butler's concept of performativity to analyse the reiterated acts that are intelligible as-performatively constitute-teaching, rather of the teacher as subject. They suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as 'teaching', and the policing of conformity to teaching thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. [Author abstract] It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as-performatively constitute-teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as `teaching', and the policing of conformity to teaching thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. Reprinted by permission of Blackwell Publishers |
| Author | Martinez, Carissa Vick, M. J. |
| AuthorAffiliation | James Cook University. School of Education |
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| Notes | Refereed article. Includes bibliographical references. Educational Philosophy and Theory; v.43 n.2 p.178-192; March 2011 Educational Philosophy and Theory, v.43, no.2, Mar 2011: (178)-192 Subscriber access may apply; access to online issues delayed by 1 year Includes references SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14 ObjectType-Article-2 content type line 23 |
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| SubjectTerms | Accountability Ambiguity Body Body language Butler (J) Communication Conformity Disruption Education Educational philosophy Embodiment Human body Methodology Nonverbal communication Opinions Performativity Phenomenology Philosophy Poststructuralism Practice Self concept Subjectivity teacher's body Teachers Teaching Teaching (Occupation) Teaching methods Teaching process Theories |
| Title | Teachers and Teaching: Subjectivity, performativity and the body |
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