By Megan Watkins (auth.), Megan Watkins (eds.)
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Additional info for Discipline and Learn: Bodies, Pedagogy and Writing
While Kamler et al. , 1994, p. 75). Gender is most obvious when it comes to issues of behaviour and discipline. Here Kamler et al. observe an imbalance because girls tend to be acknowledged in class for quietness and obedience whereas boys are singled out for poor behaviour, such as being rowdy. As a result, boys are highly visible whereas girls assume a certain invisibility within the class. Kamler et al. view this differential treatment of girls and boys as a matter of concern, yet in their analysis they tend to focus on the girls and interpret their internalisation of the teacher’s gaze as problematic.
Yet, Jones seems to view this manipulation of her desires in a negative light. While possessing the potential to be abusive – as in any unequal power relationship – this desire to please is what motivates Jones to succeed. Conforming to her teachers’ desires does not lessen Jones’s pre-existing sense of self; rather it leads to the acquisition of particular dispositions constitutive of her own subjectivity. Subject formation does not occur autonomously, it is an intersubjective process. Cultivating Jones’s desire to write well may be an act of coercion, but it also shows her teachers exercising their pedagogic role of assisting their students attain the skills and knowledge they require for academic success.
37 CHAPTER 2 PEDAGOGY AND THE MINDFUL BODY We learn bodily. The social order inscribes itself in bodies through this permanent confrontation which may be more or less dramatic but is always largely marked by affectivity and, more precisely, by affective transactions with the environment. P. Bourdieu (2000, p. 141) Reason is not seen as a transcendent or disembodied quality of the soul or mind; rather, reason, desire and knowledge are embodied and dependent, at least in the first instance, on the quality and complexity of the corporeal affects.
Discipline and Learn: Bodies, Pedagogy and Writing by Megan Watkins (auth.), Megan Watkins (eds.)