Student Identities and/in Schooling: Subjection and adolescent performativity

How Students Use Their Cultural and Linguistic Knowledge to Transform Literacy Goals

“…Others have discussed the damaging effects of muting or shutting down student literacy practices and knowledge due to normative assumptions about how students should perform being a "good" or "successful" student. (Fine, 1987;Hall, 2011;Jabal & Rivière, 2007;Leander, 2002).…”

The deficit representation of youth at different levels of curriculum-making: a case study on the Liberal Studies curriculum in Hong Kong

“…pointed out that biased representations of youth could be constructed by teaching materials, textbooks or classroom practices (de Irala, Urdiain, & López del Burgo, 2008;Fukkink, 2010;Heshusius-Gilsdorf & Gilsdorf, 1975;Jabal & Riviere, 2007;Savage, 2008;Schee & Baez, 2009;Temple, 2005). Empirical studies in psychology and social work also point out that this deficit approach to understanding youth is commonly held by the helping professionals and teaching professionals (Buchanan et al, 1990;Chou & Peng, 2007;Finn, 2001;Hines & Paulson, 2006;Seginer & Somech, 2000;Shek & Chan, 2011;Wong et al, 2005).…”

Disciplinary Images of “Korean-Ness”

“…Power resides in the discursive formation, and it is through discourses that power is exercised everywhere and always circulating in daily educational practices (Moon, 2011b). Discourses construct social meanings of self/other, cultural sameness/difference, and diversity via power/knowledge in terms of (a) who can say, (b) what can be thought/spoken, and (c) when, in what circumstances, and with what authority they are spoken and circulated (Jabal & Riviere, 2007). Drawing from the power/knowledge nexus (Foucault, 1980), I mainly examine the ways in which knowledge is produced and produces subjectivity with the control of body and mind to optimize docility and productivity, that is, panoptic technologies.…”