A politics beyond subjects: The affective choreographies and smooth spaces of schooling

Youdell, Deborah; Armstrong, Felicity

doi:10.1016/j.emospa.2011.01.002

Cited by 93 publications

(46 citation statements)

References 7 publications

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“…Further, the concept is extended so that Clare also attaches the label of personal ownership in stating 'my seat'. The ownership of territory and asserted authority by the teacher over the reallocation of space (Youdell and Armstrong 2011) has a significant impact here. In addition, she alludes to her sense of security linked to this space which is taken away without prior warning.…”

Section: Discussionmentioning

confidence: 99%

“…The reorganisation or creation of this space also relates to Youdell and Armstrong (2011) who refer to a renegotiation of territory and the power dynamics between pupil and teacher.…”

Section: Discussionmentioning

confidence: 99%

“…The voice of the child in considering their own environment is considered not only ethically appropriate but as a fundamental right. Children's voices have become more respected within research in recent history (O'Kane 2008), however, the potential vulnerability still leads to adults taking the agendas forward and pointedly restricting their relationships within appropriate environments (Jones 2008;Youdell and Armstrong 2011). That said, children offer invaluable insights into their own, current lives that differ from adult perspectives (Christensen and James 2008) that are acknowledged and embraced within this paper.…”

Section: Understanding the Space From A Child's Perspectivementioning

confidence: 99%

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Whose space is it anyway? Learning about space to make space to learn

Kellock

Sexton

2017

Children's Geographies

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The significance of the environment in which children learn has long been recognised as one of the key elements that can have an influence on the experience and success of education. Usually understood from an adult perspective, here children's views are interpreted on the educational space that was designed for them. These perspectives are illustrated through using Lefebvre's Triad model. This includes the perceived, conceived and lived spaces, including the added dimension of time interpreted through an educational lens. The data demonstrates the value of children's renegotiation of functional space through visual narratives. Deeper understanding of the uniqueness of individual children's experiences offers opportunities to re-examine the space in alternate ways, which Lefebvre's model has facilitated. Whilst recognising that the school space needs to be functional, the negotiation of space with children can be approached creatively and still support unique yet diverse pathways to learning. (146 words)

show abstract

Section: Discussionmentioning

confidence: 99%

“…The reorganisation or creation of this space also relates to Youdell and Armstrong (2011) who refer to a renegotiation of territory and the power dynamics between pupil and teacher.…”

Section: Discussionmentioning

confidence: 99%

Section: Understanding the Space From A Child's Perspectivementioning

confidence: 99%

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Whose space is it anyway? Learning about space to make space to learn

Kellock

Sexton

2017

Children's Geographies

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“…Educational leadership has been researched extensively as shared/distributed leadership (Tian, Risku & Collin, 2015), but the focus has still remained on the human relations, whereas in educational research there has been a growing body of research shifting the focus of research to the materiality and non-human; places, spaces, objects, artefacts (Youdell & Armstrong, 2011;Blaise 2013;Henderson, 2016). Post-structuralist thought has not been widely used within educational leadership research, despite some exceptions (Blackmore 1999;Mulcahy & Perillo 2011;Niesche, 2011Niesche, , 2013Nuttall & Thomas, 2015;Thomas, 2016).…”

Section: Leadership As Assemblages/desiring Machines/bodies Without Omentioning

confidence: 99%

Early childhood education teachers and leaders becoming the leadership(s)

Mettiäinen¹

2016

RERM

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“…Youdell and Armstrong (2011) encourage us to think about school. Consider the over-coding or the striations of schools.…”

Section: Introducing Theories Of Affectmentioning

confidence: 99%

Feeling disability: theories of affect and critical disability studies

Goodley

Liddiard

Runswick‐Cole

2017

Disability & Society

100

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This paper explores connections between affect studies and critical disability studies. Our interest in affect is sparked by the beginnings of a new research project that seeks to illuminate the lives, hopes and desires of young people with 'life-limiting' or 'life-threatening' impairments. Cultural responses to these young people are shaped by dominant discourses associated with lives lived well and long. Before commencing our empirical work with young people we use this paper to think through how we might conceptualise affect and disability. We present three themes; ontological invalidation in neoliberal-able times; affect aliens and crip killjoys; disability and resistant assemblages.

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A politics beyond subjects: The affective choreographies and smooth spaces of schooling

Cited by 93 publications

References 7 publications

Whose space is it anyway? Learning about space to make space to learn

Whose space is it anyway? Learning about space to make space to learn

Early childhood education teachers and leaders becoming the leadership(s)

Feeling disability: theories of affect and critical disability studies

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