Classroom as heterotopia: English lessons as a space to problematise war

LIDDLE, Anna (2021). Classroom as heterotopia: English lessons as a space to problematise war. British Journal of Sociology of Education, 42 (7), 951-967.

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Official URL: https://www.tandfonline.com/doi/full/10.1080/01425...
Open Access URL: https://www.tandfonline.com/doi/pdf/10.1080/014256... (Published)
Link to published version:: https://doi.org/10.1080/01425692.2021.1971063

Abstract

The incorporation of peace and war into the curriculum poses problems to teachers, especially in an examination-focussed school system. Whilst recent research concerning conflict has considered conflict-resolution within schools, and difficulties teachers face teaching about terrorism, little has been written on teaching 21st century war without the high-profile deployment of UK troops. In this article, I examine how peace and war are taught in an English school. After identifying the school’s overall war-focussed discourse, I focus on the practices of an ex-services English teacher and his techniques to debate, discuss, and ultimately problematise war creating a space akin to Foucault’s heterotopia. I argue this ‘other space’ allowed him to develop his practice and there is evidence of the heterotopia ‘leaking’ further afield. I suggest that although there are limitations to the classroom-as-heterotopia, it can nevertheless provide a space for practitioners to disrupt the wider discourse within their schools.

Item Type: Article
Uncontrolled Keywords: 1303 Specialist Studies in Education; 1399 Other Education; 1608 Sociology; Education
Identification Number: https://doi.org/10.1080/01425692.2021.1971063
Page Range: 951-967
SWORD Depositor: Symplectic Elements
Depositing User: Symplectic Elements
Date Deposited: 13 Sep 2022 15:53
Last Modified: 13 Sep 2022 15:53
URI: https://shura.shu.ac.uk/id/eprint/30588

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