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ERIC Number: EJ980540
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1360-3116
Injurious Assumptions: Butler, Subjectification and Gen(d)erational Poverty
Gowlett, Christina
International Journal of Inclusive Education, v16 n9 p885-900 2012
Using Judith Butler's theory of performative subjection, this paper examines the injurious attitudes of three staff members at an outer-metropolitan high school who are heavily involved in the enactment and monitoring of Senior Education and Training (SET) Plan interviews for the Queensland Certificate of Education. It is argued that teachers at the case study school have inscripted students to the category of "underprivileged", which in this context is labelled as "generational poverty". Membership to this category has, in my view, positioned students as "backward" and behind in schooling capability, thus placing them on a storyline trajectory associated with low paid labour market participation, reliance on government welfare and/or unemployment. I draw on teacher comments referring to students as possessing "deficit skills" to form this argument. In order to help "break" this cycle of poverty, staff involved in the SET Plan interviews have subsequently positioned themselves as "helpers" by attempting to give curriculum pathway advice which they see as "appropriate" for the students at the school. This advice and help with subject selection and curriculum pathway planning, while seemingly well intentioned, reinscribes gendered stereotypes and thus aids in the reproduction of schooling and post-schooling inequality for both sexes, but especially for girls. (Contains 4 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia