Literaturnachweis - Detailanzeige
| Autor/inn/en | Lapping, Claudia; Glynos, Jason |
|---|---|
| Titel | Psychical Contexts of Subjectivity and Performative Practices of Remuneration: Teaching Assistants' Narratives of Work |
| Quelle | In: Journal of Education Policy, 33 (2018) 1, S.23-42 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0268-0939 |
| DOI | 10.1080/02680939.2017.1325519 |
| Schlagwörter | Teacher Aides; Elementary Schools; Personal Narratives; Compensation (Remuneration); Interviews; Resistance (Psychology); Repetition; Ambiguity (Context); Identification; Psychological Patterns; Performance; Association (Psychology); Foreign Countries; United Kingdom |
| Abstract | A range of sociological work has theorized neoliberal regulative regimes, suggesting the contradictions contained in the enactment of policy and foregrounding the painful effects of these processes on subjectivities produced within performative school cultures. This paper contributes to this body of work by tracing the movement of desire in teaching assistants' subjective relations to workplace practices of remuneration. We do this through an analysis of a series of group- and individual-free associative interviews with teaching assistants working in primary schools. Drawing on a Lacanian account of the way processes of identification channel affect, as desire, through signifying chains within a discursive field, we explore the associative chains of meaning that overdetermine the subjectivities produced within performative practices of remuneration. We suggest that the complex and contradictory chains of signification embodied in the school environment constitute a space where fragile teaching assistant subjectivities reiterate previous relations to an ambiguous Other. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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