Push and pull in the classroom: competition, gender and the neoliberal subject

Hdl Handle:
http://hdl.handle.net/10142/197810
Title:
Push and pull in the classroom: competition, gender and the neoliberal subject
Authors:
Wilkins, Andrew
Abstract:
In this paper I explore how learning strategies based on competition and zero-sum thinking are inscribed into the dynamics of classroom interaction shaping relations between high-achieving pupils, and link elements of these practices to market trends in British education policy discourse. A detour through the politico-historical negotiations shaping relations between neo-liberal governance and education is initially sketched out, bringing into focus how the proliferation of policy discourses of consumerism and marketisation aim to facilitate and shape the conduct of persons in classroom settings. Drawing on ethnographic observation data taken from a study of two London comprehensive secondary schools, I then outline how pupils are incited to behave as competitive strategists in the classroom and reflect on the gender constructions underpinning these performances and their slippery dynamics.
Citation:
Push and pull in the classroom: competition, gender and the neoliberal subject 2011:1 Gender and Education
Publisher:
Taylor & Francis
Journal:
Gender and Education
Issue Date:
2011
URI:
http://dx.doi.org/10.1080/09540253.2011.606207
DOI:
10.1080/09540253.2011.606207
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/09540253.2011.606207
Type:
Article
Language:
en
ISSN:
0954-0253; 1360-0516
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorWilkins, Andrewen
dc.date.accessioned2011-12-19T11:25:41Z-
dc.date.available2011-12-19T11:25:41Z-
dc.date.issued2011-
dc.identifier.citationPush and pull in the classroom: competition, gender and the neoliberal subject 2011:1 Gender and Educationen
dc.identifier.issn0954-0253-
dc.identifier.issn1360-0516-
dc.identifier.doi10.1080/09540253.2011.606207-
dc.identifier.urihttp://dx.doi.org/10.1080/09540253.2011.606207-
dc.description.abstractIn this paper I explore how learning strategies based on competition and zero-sum thinking are inscribed into the dynamics of classroom interaction shaping relations between high-achieving pupils, and link elements of these practices to market trends in British education policy discourse. A detour through the politico-historical negotiations shaping relations between neo-liberal governance and education is initially sketched out, bringing into focus how the proliferation of policy discourses of consumerism and marketisation aim to facilitate and shape the conduct of persons in classroom settings. Drawing on ethnographic observation data taken from a study of two London comprehensive secondary schools, I then outline how pupils are incited to behave as competitive strategists in the classroom and reflect on the gender constructions underpinning these performances and their slippery dynamics.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/09540253.2011.606207en
dc.subjectneoliberalismen
dc.subjectgenderen
dc.titlePush and pull in the classroom: competition, gender and the neoliberal subjecten
dc.typeArticleen
dc.identifier.journalGender and Educationen
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