Social reproduction is well established in educational literature. Diminished outcomes for students marked by class and race persist despite analysis and educational
policy. Teachers articulate discourse to explain student success and failure and satisfy
personal and professional investments (Miles, 1989; Popkewitz, 1998). Interviews with
teachers in urban secondary schools point to the operation of discourse in the
reproduction of inequality with profound effects on students on the margin. Meritocratic,
individualist discourses privilege white, middle-class students, excluding others.
Constructing students as Other and beyond reason (Popkewitz, 1998), teachers articulate
discourses of motivation as explanatory of student success and failure and posit a neoliberal
normative subjectivity as explanatory of success. Social, historical and economic factors are silenced. The instability and arbitrary closure of discursive articulation offer possibility for a progressive, ethical pedagogy.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/65530 |
| Date | 24 June 2014 |
| Creators | Mancuso, Marcello |
| Contributors | Goldstein, Tara |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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