Resistant agency in German lessons in primary education in Germany
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Resistant agency in German lessons in primary education in Germany. / Wischmann, Anke; Riepe, Valérie.
In: Ethnography and Education, Vol. 14, No. 2, 03.04.2019, p. 136-152.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Resistant agency in German lessons in primary education in Germany
AU - Wischmann, Anke
AU - Riepe, Valérie
PY - 2019/4/3
Y1 - 2019/4/3
N2 - This paper aims to research practices of resistance as an important part of agency in primary school classrooms. By combining a post-structural theoretical frame with a critical ethnographic research approach, it understands children’s resistance as an ordinary practice, as a necessary response to structures and practices of the classroom setting. It argues that agency needs to be resistant to some extent, because otherwise it would be merely submission or adaptation. How agency can emerge depends on the social position of the student, which influences the way in which she or he is able to anticipate (more or less implicitly) spaces for resistant agency and also how he or she is addressed in the classroom and beyond. An ethnographic case study of German lessons in a third-grade primary class in a German school shows how resistant agency manifests and how it might be restricted when it comes to racialised subject-positions in the classroom.
AB - This paper aims to research practices of resistance as an important part of agency in primary school classrooms. By combining a post-structural theoretical frame with a critical ethnographic research approach, it understands children’s resistance as an ordinary practice, as a necessary response to structures and practices of the classroom setting. It argues that agency needs to be resistant to some extent, because otherwise it would be merely submission or adaptation. How agency can emerge depends on the social position of the student, which influences the way in which she or he is able to anticipate (more or less implicitly) spaces for resistant agency and also how he or she is addressed in the classroom and beyond. An ethnographic case study of German lessons in a third-grade primary class in a German school shows how resistant agency manifests and how it might be restricted when it comes to racialised subject-positions in the classroom.
KW - Educational science
KW - Empirical education research
KW - Gender and Diversity
UR - http://www.scopus.com/inward/record.url?scp=85034646642&partnerID=8YFLogxK
U2 - 10.1080/17457823.2017.1405735
DO - 10.1080/17457823.2017.1405735
M3 - Journal articles
AN - SCOPUS:85034646642
VL - 14
SP - 136
EP - 152
JO - Ethnography and Education
JF - Ethnography and Education
SN - 1745-7823
IS - 2
ER -