Ellie's Story: Counter-Conduct in the Primary Classroom
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| Title: | Ellie's Story: Counter-Conduct in the Primary Classroom |
|---|---|
| Language: | English |
| Authors: | Laura Quick (ORCID |
| Source: | Discourse: Studies in the Cultural Politics of Education. 2025 46(6):756-767. |
| 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: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Low Achievement, Elementary School Students, Student Behavior, Foreign Countries, Academic Achievement, Student Attitudes, Student School Relationship, Student Experience, Learner Engagement |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/01596306.2025.2483184 |
| ISSN: | 0159-6306 1469-3739 |
| Abstract: | This article demonstrates how Foucault's often overlooked concept of counter-conduct can helpfully illuminate children's sense-making about school. Through exploring the understandings of Ellie, a disengaged low-attaining primary school pupil, we show how counter-conduct allows us to see pupils' disengagement as part of a struggle over their subjectivity. Engaging in a project to avoid internalising the model of pupilhood available to her within dominant school discourse, Ellie worked to deploy a counter-discourse that prioritised kindness and community. Within this, she was able to critique both the value and the values of school and constitute herself as someone other than the person she felt school was pushing her to be. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500900 |
| Database: | ERIC |
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| Abstract: | This article demonstrates how Foucault's often overlooked concept of counter-conduct can helpfully illuminate children's sense-making about school. Through exploring the understandings of Ellie, a disengaged low-attaining primary school pupil, we show how counter-conduct allows us to see pupils' disengagement as part of a struggle over their subjectivity. Engaging in a project to avoid internalising the model of pupilhood available to her within dominant school discourse, Ellie worked to deploy a counter-discourse that prioritised kindness and community. Within this, she was able to critique both the value and the values of school and constitute herself as someone other than the person she felt school was pushing her to be. |
|---|---|
| ISSN: | 0159-6306 1469-3739 |
| DOI: | 10.1080/01596306.2025.2483184 |
