Presentation on theme: "Deana Leahy School of Education Centre for Children and Young People Southern Cross University New South Wales Australia."— Presentation transcript:
Deana Leahy School of Education Centre for Children and Young People Southern Cross University New South Wales Australia
Current control practices manifest, at most, a hesitant, incomplete, fragmentary, contradictory and contested metamorphosis, the abandonment of some old themes, the maintenance of others, the introduction of some new elements, a shift in the role and functioning of others because of their changed places and connections within the assemblage of control (Rose, 2000: 322)
Practices of government cannot be understood as expressions of a particular principle, as reducible to a particular set of relations, or as referring to a single set of problems or functions. They do not form those types of totalities in which parts are expressions of the whole. Rather they should be approached as composed of heterogenous elements having diverse historical trajectories, as polymorphous in their external and internal relations, as bearing upon a multiple and wide range of problems and issues (Dean, 1999: 29)
Health education classrooms can be understood as an assemblage in and of itself. One that has complex linkages and connections to other assemblages. Affords new lines of questioning in considering how health education classrooms functions within broader governmental assemblages that set out to prevent or intervene in the prevailing obesity crisis. What are the pedagogical devices that operate in classroom spaces? How are they assembled? What knowledges frame and justify their very existence? What knowledges are they assembled from? Where are there moments of fragmentation, contradiction and impossibility? How do knowledges morph into new knowledges? How do new ideas replace old or fuse with the old? What else makes up pedagogic assemblages?
Need to think of pedagogy as a social relationship [that] is very close in. It gets right in there in your brain, your body, your heart, your sense of self, of the world, of others, and of possibilities and impossibilities in all those realms (Ellsworth, 1997: 6) How does pedagogy creep permeate and creep into students ways of thinking and being ?
In order to begin to grasp at the complexity of the work of governmentality and pedagogical spaces I follow Ellsworths (2005) suggestion we need to consider experimental and interdisciplinary ways of thinking about pedagogical spaces
Ms Murry: Okay today we are going to be looking at nutrition, and I want you to write down everything you ate yesterday and today already Class: General groan
The need to revisit education as a site of intense power relations...but also consider it as a plane of production of intense flows of desire and affect (Tambouko 2003: 209) Consideration of affect in educational spaces is significant and important and offers new ways of understanding governmental work
Ms Hill: Okay what is wrong with being unfit? Class: [all at once] You get fat, look like Homer Simpson, yuk, you could die Ms Hill: So well if you dont want to look like Homer its important to exercise to keep fit
Lets see what we have in our lunchbox? Professional Development Seminar for teachers
Pedagogies utilised in health education classrooms, and in other pedagogical spaces, rely on a potent assemblage of knowledge and affects Affect folds expert knowledges into/onto bodies The various constellations of knowledge and affect utilised at times in health education classrooms are concerning.
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