Optimization as a dispositive in the production of differences in schools in Denmark

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Standard

Optimization as a dispositive in the production of differences in schools in Denmark. / Hamre, Bjørn.

In: European Education, Vol. 45, No. 4, 1, 2014, p. 7-25.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Hamre, B 2014, 'Optimization as a dispositive in the production of differences in schools in Denmark', European Education, vol. 45, no. 4, 1, pp. 7-25. https://doi.org/10.2753/EUE1056-4934450402

APA

Hamre, B. (2014). Optimization as a dispositive in the production of differences in schools in Denmark. European Education, 45(4), 7-25. [1]. https://doi.org/10.2753/EUE1056-4934450402

Vancouver

Hamre B. Optimization as a dispositive in the production of differences in schools in Denmark. European Education. 2014;45(4):7-25. 1. https://doi.org/10.2753/EUE1056-4934450402

Author

Hamre, Bjørn. / Optimization as a dispositive in the production of differences in schools in Denmark. In: European Education. 2014 ; Vol. 45, No. 4. pp. 7-25.

Bibtex

@article{e9e557f797ae483dbe7ac9c05c32860f,
title = "Optimization as a dispositive in the production of differences in schools in Denmark",
abstract = "The theoretical framework is inspired by governmentality studies in education. The key concepts are problematization, formatting technologies and dispositif. The paper begins with an empirical study conducted in Denmark of forty-four files from educational psychologists and articles from journals concerning schools and education. The findings of the study conclude that students are problematized and excluded from the mainstream school on the basis of different problematizations of behavior. In the present period these problematizations demand that subjects become social, reflexive, and learning individuals. The “formatting technologies” are: the relationship between student and teacher, work with emotions, an appreciative approach to the student, structure of the class, and the diagnosis as the final technology. Through these problematizations and technologies, the paper argues that an “optimizing” dispositive, as a system of power, leads the problematizations and technologies.",
author = "Bj{\o}rn Hamre",
year = "2014",
doi = "10.2753/EUE1056-4934450402",
language = "English",
volume = "45",
pages = "7--25",
journal = "European Education",
issn = "1056-4934",
publisher = "Taylor & Francis",
number = "4",

}

RIS

TY - JOUR

T1 - Optimization as a dispositive in the production of differences in schools in Denmark

AU - Hamre, Bjørn

PY - 2014

Y1 - 2014

N2 - The theoretical framework is inspired by governmentality studies in education. The key concepts are problematization, formatting technologies and dispositif. The paper begins with an empirical study conducted in Denmark of forty-four files from educational psychologists and articles from journals concerning schools and education. The findings of the study conclude that students are problematized and excluded from the mainstream school on the basis of different problematizations of behavior. In the present period these problematizations demand that subjects become social, reflexive, and learning individuals. The “formatting technologies” are: the relationship between student and teacher, work with emotions, an appreciative approach to the student, structure of the class, and the diagnosis as the final technology. Through these problematizations and technologies, the paper argues that an “optimizing” dispositive, as a system of power, leads the problematizations and technologies.

AB - The theoretical framework is inspired by governmentality studies in education. The key concepts are problematization, formatting technologies and dispositif. The paper begins with an empirical study conducted in Denmark of forty-four files from educational psychologists and articles from journals concerning schools and education. The findings of the study conclude that students are problematized and excluded from the mainstream school on the basis of different problematizations of behavior. In the present period these problematizations demand that subjects become social, reflexive, and learning individuals. The “formatting technologies” are: the relationship between student and teacher, work with emotions, an appreciative approach to the student, structure of the class, and the diagnosis as the final technology. Through these problematizations and technologies, the paper argues that an “optimizing” dispositive, as a system of power, leads the problematizations and technologies.

U2 - 10.2753/EUE1056-4934450402

DO - 10.2753/EUE1056-4934450402

M3 - Journal article

VL - 45

SP - 7

EP - 25

JO - European Education

JF - European Education

SN - 1056-4934

IS - 4

M1 - 1

ER -

ID: 180607656