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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/803117

Title
The discourse of control: disruption and Foucault in the early childhood classroom
Author/Creator
Millei, Zsuzsanna J.
Description
Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored.
Relation
Contemporary Issues in Early Childhood Vol. 6, Issue 2, p. 128-139
Relation
http://www.wwwords.co.uk/ciec/content/pdfs/6/issue6_2.asp#2
Date
2005
Publisher
Symposium Journals
Keyword(s)
disruption;  Foucault;  control;  classroom practices;  educational psychology;  behaviour management;  pedagogy;  learning
Resource Type
journal article
Identifier
http://hdl.handle.net/1959.13/803117
Identifier
ISSN:1463-9491
Reviewed
Reviewed
 
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Subject
"Contemporary Issues in Early Childhood"
 
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