Peter's positions: a diffractive analysis of authority in a year one classroom

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet


This article presents an ethnography of the entanglement of space, learning and teaching bodies and pedagogical authority in a primary school in Germany. We focus on the spatial placement of a boy diagnosed with ‘special needs’. Inspired by Carol Taylor’s analysis of a male teacher’s authority at a college. we describe the boy’s changeable seating position first with de Certeau’s spatial understanding of power relations and then with Barad’s agential realism. By conducting this ‘diffractive’ analysis of his performances, we can show how he is subjected to the teacher’s authority and has a remarkable authoritative power himself at the same time. Finally, by focussing on the relationship between the researcher and the boy, we discuss the process of data gathering as it is entangled with the interpretation of data.
ZeitschriftEthnography and Education
Seiten (von - bis)475-490
Anzahl der Seiten16
PublikationsstatusErschienen - 02.10.2021

Bibliographische Notiz

Funding Information:
‘Materialität von Geschlecht und pädagogischer Autorität – Interferenzen von Körpern und Dingen in Bildungsinstitutionen’ funded by the Lower Saxony Ministry for Science and Culture (Germany). Project partners: Leuphana University Lüneburg, Hildesheim University, Braunschweig Technical University. The project compared the interferences between gender, matter and pedagogical authority in primary and secondary schools and engineering studies at College and University in Lower Saxony from 2017 to 2020.

Funding Information:
This work was supported by the Niedersächsisches Ministerium für Wissenschaft und Kultur (Lower Saxony Ministry for Science and Culture, Germany).

Publisher Copyright:
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