Diversity, Inequality, and a Post-structural Politics for Education

Abstract

This paper considers the contribution to understanding educational inequalities offered by post-structural theories of power and the subject. The paper locates this consideration in the context of the ongoing endeavour in education studies to make sense of, and identify ways of interrupting, abiding educational exclusions and inequalities. The paper examines the potential of Judith Butler's work, in particular her engagement with Foucault's concepts of productive power and subjectivation, and the articulation of these ideas with the notion of the performative constitution of subjects, for making sense of the processes through which students come to be particular sorts of subjects of schooling. The paper argues that taking up these understandings not only enables us to better understand the endurance of particular configurations of educational inequalities, it also opens up new possibilities for interrupting these through a post-structural politics that seeks to displace prevailing discourses and constitute students differently through everyday practices of preformative reinscription.

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