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ERIC Number: EJ1232999
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0159-6306
EISSN: N/A
Discursive (Re)Productions of (Im)Possible Students in the Canadian Prairies
Gebhard, Amanda
Discourse: Studies in the Cultural Politics of Education, v40 n6 p902-916 2019
This article applies post-structural theories of discourse, power, and performativity to trouble dominant ways of knowing Aboriginal education in the Canadian Prairies that racialize student subjects. A discourse analysis of interview transcripts traces how discourses of innocent teachers and (im)possible Aboriginal learners deploy the historicity of colonial forces to (re)create the conditions of possibility for exclusionary educational practices. The author employs the concept of 'impossible student' to analyse teachers' negotiation of discourses that position Aboriginal students as everything the 'good' student is not, and thus outside the bounds of studenthood -- before they even arrive at school. The concept of discursive performatives is used to offer insights into how persistent inequalities in Aboriginal education might be shifted within everyday practices, and to argue the need for rethinking what it means to be a teacher and a learner in a settler society.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A