ABSTRACT

This article presents an ethnography of the entanglement of space, learning and teaching bodies and pedagogical authority in a primary school in Germany. We focus on the spatial placement of a boy diagnosed with ‘special needs’. Inspired by Carol Taylor’s analysis of a male teacher’s authority at a college. we describe the boy’s changeable seating position first with de Certeau’s spatial understanding of power relations and then with Barad’s agential realism. By conducting this ‘diffractive’ analysis of his performances, we can show how he is subjected to the teacher’s authority and has a remarkable authoritative power himself at the same time. Finally, by focussing on the relationship between the researcher and the boy, we discuss the process of data gathering as it is entangled with the interpretation of data.

摘要

本文介绍了德国一所小学的空间、学习和教学机构以及教学权威之间的纠缠的民族志。我们专注于被诊断为“特殊需要”的男孩的空间位置。灵感来自卡罗尔泰勒对大学男教师权威的分析。我们首先用 de Certeau 对权力关系的空间理解，然后用 Barad 的代理现实主义来描述男孩多变的坐姿。通过对他的表演进行这种“衍射”分析，我们可以展示他如何受制于老师的权威，同时他自己也拥有非凡的权威。最后，通过关注研究人员和男孩之间的关系，我们讨论了数据收集的过程，因为它与数据的解释纠缠在一起。