Browsing by Author "Airaksinen, Anna Maria"

This study aims to explore how power relations are produced, maintained and challenged in a primary school classroom context. Theoretically, the study is framed around post-structuralist theories about the subject and power, whereby power is understood both as controlling the subject but also enabling the subject to act. Judith Butler's concept of performativity is used to analyse the power structures in the classroom in detail. The research was conducted by using ethnographic research methods, mainly participatory observation and group interviews. The data was collected in a primary school 6th grade classroom in the Helsinki region. The fieldwork for the study was conducted between March and May 2015. Power relations were performatively constituted by repetitive actions, for example by using repetitive disciplinary methods. Challenging power relations was possible by varying these repetitive actions. Power relations in the classroom were deeply gendered. The study adds to the body of research on schools, power and agency. By analysing how power relations in the classroom are challenged, the research provides one perspective into how agency can be understood in school. The wider social context of the research relates to the role and agency of children in society. The study aims to explore the connection between agency that is enabled in the classroom and agency in society in general. The study suggests that power relations in the classroom are related to how children view their role in society at large.