Abstract
Through an analysis of the interdiscursive aspects of the pedagogical practices of the school, I have found that the discourse of LAP tends to polemicize the French state’s neoliberal discourse on education. In the pedagogical practices of LAP I analyzed, the tension between the teachers’ and the students’ agency was revealed. The issue of ‘trust’ between students and teachers in the construction of self-management practices was salient, as some teachers resorted to top-down practices foreclosing the emergence of practices in which students’ agencies could fully develop. Yet, in the Radio LAP events, students were fully able to negotiate and realize the re-centering identity they wanted. Radio LAP participants were able to become the very ‘gatekeepers’ of the re-centering identity they deemed to be relevant, and ‘authentic’, according to the political struggles they choose to belong to and the collective social base these foreground.
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References
Bernstein, Basil. 2000. Pedagogy, symbolic control, and identity. Revised ed. Lanham: Rowman & Littlefield Publishers, Inc.
Fairclough, Norman. 2003. Analysing discourse: Textual analysis for social research. London: Routledge.
Ministère de l’Education Nationale. 2018. Baccalauréat 2021. https://cache.media.education.gouv.fr/file/BAC_2021/00/0/DP_BAC_BDEF_web_898000.pdf.
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Galiere, M. (2024). Conclusion: Rethinking the Collective and the Individual in Education Through Self-Management: A Generalizable Endeavor?. In: Realities of Critical Pedagogy. Anthropological Studies of Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-40266-1_5
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DOI: https://doi.org/10.1007/978-3-031-40266-1_5
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