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From Silence to Melody: Adding a Post-Structuralist Lens to More-than-Representational Theory to Analyze Power Dynamics in the Classroom

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Title: From Silence to Melody: Adding a Post-Structuralist Lens to More-than-Representational Theory to Analyze Power Dynamics in the Classroom
Language: English
Authors: Sahar Tueg (ORCID 0000-0001-6387-1434), Juliana Hashoul, Yotam Hod (ORCID 0000-0001-7353-4052)
Source: Journal of the Learning Sciences. 2025 34(2):140-178.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 39
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Power Structure, Classroom Environment, Foreign Countries, Educational Theories, Undergraduate Students, Communities of Practice, Humanism, Kinesthetic Perception, Kinesthetic Methods, World Views, Jews, Arabs
Geographic Terms: Israel
DOI: 10.1080/10508406.2025.2509216
ISSN: 1050-8406
1532-7809
Abstract: Background: This study examines power dynamics within a Humanistic Knowledge Building Community (HKBC) in an Israeli BA education course at the University of Haifa--a setting shaped by diverse and conflicting narratives. Using post-structuralist frameworks and More-Than-Representational (MTR) theory, we investigate how MTR mediums interact with representational mediums to either reinforce or challenge power structures. Methods: The analysis focuses on a reflective group activity, employing interactional analysis alongside post-structuralist and MTR methodologies. This approach explores how MTR mediums and representational discourse shape power relations within the classroom. Findings: Our findings reveal that while representational discourse often reinforced existing hierarchies, MTR mediums offered marginalized students subtle yet impactful ways to resist hegemonic power structures and assert agency. Moments of circulating affect, kinesthetic togetherness, and emerging mobile architectures provided opportunities for subjugated knowledge to surface, disrupting dominant narratives. Contribution: This research demonstrates how resistance and agency manifest in learning communities marked by diverse and conflicting narratives. We argue that integrating MTR frameworks into learning community designs can foster inclusive environments where diverse identities and knowledge are valued. Our findings advance theoretical and practical understandings of learning in sociopolitical contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494034
Database: ERIC
FullText Text:
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  Data: From Silence to Melody: Adding a Post-Structuralist Lens to More-than-Representational Theory to Analyze Power Dynamics in the Classroom
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  Data: <searchLink fieldCode="AR" term="%22Sahar+Tueg%22">Sahar Tueg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6387-1434">0000-0001-6387-1434</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juliana+Hashoul%22">Juliana Hashoul</searchLink><br /><searchLink fieldCode="AR" term="%22Yotam+Hod%22">Yotam Hod</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7353-4052">0000-0001-7353-4052</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/10508406.2025.2509216
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  Data: Background: This study examines power dynamics within a Humanistic Knowledge Building Community (HKBC) in an Israeli BA education course at the University of Haifa--a setting shaped by diverse and conflicting narratives. Using post-structuralist frameworks and More-Than-Representational (MTR) theory, we investigate how MTR mediums interact with representational mediums to either reinforce or challenge power structures. Methods: The analysis focuses on a reflective group activity, employing interactional analysis alongside post-structuralist and MTR methodologies. This approach explores how MTR mediums and representational discourse shape power relations within the classroom. Findings: Our findings reveal that while representational discourse often reinforced existing hierarchies, MTR mediums offered marginalized students subtle yet impactful ways to resist hegemonic power structures and assert agency. Moments of circulating affect, kinesthetic togetherness, and emerging mobile architectures provided opportunities for subjugated knowledge to surface, disrupting dominant narratives. Contribution: This research demonstrates how resistance and agency manifest in learning communities marked by diverse and conflicting narratives. We argue that integrating MTR frameworks into learning community designs can foster inclusive environments where diverse identities and knowledge are valued. Our findings advance theoretical and practical understandings of learning in sociopolitical contexts.
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