By Deborah Youdell

This publication units out a chain of attainable methods to pursuing social justice in and during academic settings. It identifies a sequence of key positive aspects of the modern political, theoretical and well known panorama when it comes to institution perform. The politics of education: changing the schooling assemblage -- strategies for political perform -- Theorising political matters -- Troubling institution knowledges -- Schooling's unruly matters -- daily political pedagogy -- Political feeling within the school room -- Pedagogies of changing into -- Becoming-radical in schooling

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School trouble : identity, power and politics in education

This publication units out a sequence of attainable ways to pursuing social justice in and during academic settings. It identifies a sequence of key positive aspects of the modern political, theoretical and renowned panorama on the subject of tuition perform. The politics of education: changing the schooling assemblage -- strategies for political perform -- Theorising political matters -- Troubling college knowledges -- Schooling's unruly topics -- daily political pedagogy -- Political feeling within the school room -- Pedagogies of changing into -- Becoming-radical in schooling

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Extra resources for School trouble : identity, power and politics in education

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Here I outline it in order to show it is useful for conceptualizing the top-down restrictions and definitions that are imposed on education as well as the ways that the minutiae of practices inside schools are infused with and products of productive power and that resistance is integral to power as it is exercised in mobile relations and from innumerable points inside schools. A key site and tool for such resistance rests in Foucault’s understanding of discourse and the way that power and knowledge are tied together through it.

These manifestations of sovereign power might be understood as having the wider effect of simultaneously disciplining potentially unruly subjects and undercutting the possibility of wider dissent and radicalism. That is, the threat of the old power over death continues to resonate in the power over life, undergirding disciplinary power and provoking self-surveillant subjects. This underscores the idea that radical politics must be constantly on the move, in Deleuze and Parnet’s (1983) terms, permanently following lines of flight and becoming-revolutionary.

Foucault writes: Power is everywhere; not because it embraces everything, but because it comes from everywhere . . Power is not something that is acquired, seized, or shared, something that one holds on to or allows to slip away; power is exercised from innumerable points, in the interplay of nonegalitarian and mobile relations. (Foucault 1990a: 93–4) I explore this understanding of power further in the next chapter. Here I outline it in order to show it is useful for conceptualizing the top-down restrictions and definitions that are imposed on education as well as the ways that the minutiae of practices inside schools are infused with and products of productive power and that resistance is integral to power as it is exercised in mobile relations and from innumerable points inside schools.

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