Classroom as Heterotopia: English Lessons as a Space to Problematise War

Autor/in	Liddle, Anna
Titel	Classroom as Heterotopia: English Lessons as a Space to Problematise War
Quelle	In: British Journal of Sociology of Education, 42 (2021) 7, S.951-967 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liddle, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1971063
Schlagwörter	Peace; War; Teaching Methods; Conflict Resolution; Terrorism; Discourse Analysis; Educational Practices; Teacher Attitudes; Educational Philosophy; Foreign Countries; Veterans; English Teachers; English Instruction; Controversial Issues (Course Content); United Kingdom (England) + Suchen Sie Ihr Suchwort? Frieden; Krieg; Teaching method; Lehrmethode; Unterrichtsmethode; Conflict solving; Konfliktlösung; Konfliktregelung; Terrorismus; Diskursanalyse; Bildungspraxis; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Kriegsteilnehmer; Veteran; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English langauage lessons; Controversial issues; Kontroverse
Abstract	The incorporation of peace and war into the curriculum poses problems to teachers, especially in an examination-focussed school system. Whilst recent research concerning conflict has considered conflict-resolution within schools, and difficulties teachers face teaching about terrorism, little has been written on teaching 21st century war without the high-profile deployment of UK troops. In this article, I examine how peace and war are taught in an English school. After identifying the school's overall war-focussed discourse, I focus on the practices of an ex-services English teacher and his techniques to debate, discuss, and ultimately problematise war creating a space akin to Foucault's heterotopia. I argue this 'other space' allowed him to develop his practice and there is evidence of the heterotopia 'leaking' further afield. I suggest that although there are limitations to the classroom-as-heterotopia, it can nevertheless provide a space for practitioners to disrupt the wider discourse within their schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01