Consenting to Domination? Theorising Power, Agency and Embodiment with Reference to Caste

Abstract

Conventional analyses of domination ultimately conceive of individuals internalizing aspects of their contextual social environments (desires or norms) which determine their future behaviour in a pre-conscious fashion. We suggest that this conception of domination is mistaken and stems from a commitment to theoretical models which view individuals' actions as the result rather than a cause, of durable social structures. We offer a critical analysis of Lukes and Bourdieu as paradigmatic theorists of power who hold such a view, and contrast their work to that of Barnes and Foucault. Drawing on the latter we develop an intrinsic model of power which views interaction as central to social phenomena and understands social processes as arising from the continuous interaction of heterogeneous and calculative but mutually susceptible individuals.This approach re-conceptualises three central dichotomies in studies of power: consensus versus conflict, agency versus compliance and mind versus embodiment. We argue, contrary to extrinsic views of power, that calculative agency is essential to both compliance and consensus and view both domination and resistance as integral to power dynamics. Contrary to theories of false consciousness we understand bodies, rather than minds, as central to the routinization of power dynamics. Whilst the paper primarily develops theoretical debates on power we briefly illustrate our position by reference to empirical data on untouchables in India.

Re-conceptualising authority relations in education: a micro-situational approach

“…In sum, the net effect of the focus on positive behaviour strategies in The Standards for Registration is to invest the teacher with authority as an essential attribute that is the product of an extrinsic conception of power relations (Rafanell and Gorringe, 2010). As Macleod et al (2012, p. 493) point out, the implication is that teachers used to have authority, that they no longer do so, and that this is a situation that requires urgent redress.…”

“…Macleod et al (2012, p. 493) draw upon the other elements of the typology of power relations elaborated by Wrong (2002) (in addition to personal authority) as a 'useful conceptual framework' for exploring the 'domination of the narrow discourse of authority as control or force and a focus on pupils' behaviour'. They then proceed to demonstrate how the five forms of authority outlined by Wrong (2002), namely coercive, legitimate, competent, personal and authority by inducement, have 'some application to the classroom setting' (Macleod et al 2012, p. 499) The approach proposed by Macleod et al (2012) offers much of value, yet it embeds certain weaknesses that merit detailed consideration, especially in the context of a critique of conventional analyses of domination (see, for example, Rafanell and Gorringe, 2010;Rafanell, 2013). Macleod et al (2012) implicitly reject the role of micro-interactions as constitutive and thus fall prey to a deterministic bias that places undue emphasis on reified macro-structural features, such as the elements of Wrong's typology.…”

“…In sum, we shall argue that authority relations are intrinsic to particular classroom dynamics such as the reciprocal influences exerted by pupils on each other, by teachers on pupils, and vice versa. We draw upon the work of Rafanell (2013) and Rafanell and Gorringe (2010) to argue that authority should be seen as granted through social interaction in the classroom rather than possessed by the teacher prior to entering the classroom. We also implicitly question the assumptions of some of the exponents of symbolic interactionism.…”

Resistance as Sacrifice: Towards an Ascetic Antiracism

“…3 There is a sense in which we are only looking at one half of the equation here. After all, people of color often knowingly and actively take actions that reproduce inequality too (Rafanell & Gorringe 2010) -albeit typically because they do not see viable alternatives (Babcock 2014, Mullainathan & Shafir 2014. However, should the primary beneficiaries of contemporary racialized inequality change how they exercise their agency, it would open more possibilities for its primary casualties to do the same.…”

Migration Management, Disciplinary Power, and Performances of Subjectivity: Agricultural Migrant Workers’ in Ontario

“…And while Foucault is more interested in the exercise of power than freedom, other authors build on his contributions to explore further possibilities for conflict and resistance. Rafanell and Gorringe (2010), for instance, advance an "intrinsic model of power" which recognizes the reflexive nature of all participants in the power dynamics. For them, the exercise of power relies on the calculative and reflexive capacities of both those who hold power and the subjects of power.…”