Disciplining Students: the construction of student subjectivities

Grant, Barbara, 1997, "Disciplining Students: the construction of student subjectivities", British Journal of Sociology of Education, Vol. 18, No. 1., pp. 101-114

THESIS

While university is generally seen as a place where a student has the opportunity to more fully realise their individual potential, there are tendencies for this potential to be restricted by discipline and normalisation imposed by the university and the student themself, to become what is perceived as a 'good' student. The Foucauldian view of university as a 'disciplinary block' is supported by the experiences of a group of students, which is presented to help university staff and students resist these tendencies.

MAIN POINTS

• The 'good' student - autonomous and independent, a self-reliant individual. Only the fittest survive, otherwise bad luck. If help required, the student should seek it. Does not take into account that some students have difficulty approaching staff, from position of relative weakness.


• In contrast, Foucault's view of student-subject as one constructed from student's situatedness and shaped by power relations between student and university. The student is both subject to controls of university and subject of their own self-knowledge (as produced by, and which in turn produces the university culture).


• Essential to the relations of power is one who can act and so there are many possible responses and positions within a relation of power.


• Disciplining the student-subject firstly through disciplinary technologies in the Foucauldian sense of a disciplinary block. Secondly through the twin-concept of "discipline" as a form of knowledge, and a means of bringing about obedience. The university holds position of authority of particular knowledge claims.


• Technologies of domination - enrolment, teaching practices, student submissions, exams - construct the student as a governable subject. Constant domination/surveillance has the effect of students attempting to normalise themselves through self-discipline.


• Technologies of the self - the culture of autonomy and individualism creates students who believe success or failure lies with them. Students equate good or bad grades with being a good or bad student.


• Power relations occur between and among acting subjects, creating possibility for resistance/insubordination.


• Adopting a critical disposition towards the way universities teach, and produce students should be accompanied by a commitment to ongoing adaptation of practices.