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Who Is the Good High School Student? (Hardcover, New)
Loot Price: R2,955
Discovery Miles 29 550
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Who Is the Good High School Student? (Hardcover, New)
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Total price: R2,975
Discovery Miles: 29 750
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Schooling is one of the core experiences of most young people in
the Western world. This study examines the ways that students
inhabit subjectivities defined in their relationship to some
normalised good student. The idea that schools exist to produce
students who become good citizens is one of the basic tenets of
modernist educational philosophies that dominate the contemporary
education world. The school has become a political site where
policy, curriculum orientations, expectations and philosophies of
education contest for the 'right' way to school and be schooled.
For many people, schools and schooling only make sense if they
resonate with past experiences. The good student is framed within
these aspects of cultural understanding. However, this commonsense
attitude is based on a hegemonic understanding of the good, rather
than the good student as a contingent multiplicity that is produced
by an infinite set of discourses and experiences. In this book,
author Greg Thompson argues that this understanding of
subjectivities and power is crucial if schools are to meet the
needs of a rapidly changing and challenging world. As a high school
teacher for many years, Thompson often wondered how students
responded to complex articulations on how to be a good student. How
a student can be considered good is itself an articulation of
powerful discourses that compete within the school. Rather than
assuming a moral or ethical citizen, this study turns that logic on
it on its head to ask students in what ways they can be good within
the school. Visions of the good student deployed in various ways in
schools act to produce various ways of knowing the self as certain
types of subjects. Developing the postmodern theories of Foucault
and Deleuze, this study argues that schools act to teach students
to know themselves in certain idealised ways through which they are
located, and locate themselves, in hierarchical rationales of the
good student. Problematising the good student in high schools
engages those institutional discourses with the philosophy, history
and sociology of education. Asking students how they negotiate or
perform their selves within schools challenges the narrow and
limiting ways that the good is often understood. By pushing the
ontological understandings of the self beyond the modernist
philosophies that currently dominate schools and schooling, this
study problematises the tendency to see students as fixed,
measurable identities (beings) rather than dynamic, evolving
performances (becomings). This book suggests that there is more to
becoming good than sitting quietly in class and doing well on
tests. Students are daily involved in complex negotiations between
competing expectations of the good and continually try to navigate
what is a very complex terrain. These negotiations impact on their
engagement with, and expectations of, schooling. It informs their
behaviour, their relationships with each other and with authority
figures. Through asking students their experiences and
understandings of what constitutes a good student, a vastly
different education terrain opens up than what is often understood.
This book offers unique insights on high school students in the new
millennia. For those studying teaching and for those working with
student teachers in university contexts it offers a different
perspective on how school students understand school and their
interactions with teachers. It argues that through uncovering these
student voices a more subtle and nuanced pedagogy can evolve. Who
is the Good High School Student? is an important book for scholars
conducting research on high school education, as well as
student-teachers, teacher educators and practicing teachers alike.
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