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    The document discusses post-structuralist perspectives on power and knowledge in education. It describes an experience the author had in year 3 where the teacher helped them complete a difficult assignment by providing clear instructions and materials. This showed the teacher holding power through understanding student abilities and altering tasks so all could succeed. It also discusses post-structuralist theory, including Foucault's work around the relationships between knowledge, truth and power. The author reflects that giving students decision-making power can benefit learning, and that as a future teacher they will provide visual and textual support to help all students.

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    Assignment 1

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    The document discusses post-structuralist perspectives on power and knowledge in education. It describes an experience the author had in year 3 where the teacher helped them complete a difficult assignment by providing clear instructions and materials. This showed the teacher holding power through understanding student abilities and altering tasks so all could succeed. It also discusses post-structuralist theory, including Foucault's work around the relationships between knowledge, truth and power. The author reflects that giving students decision-making power can benefit learning, and that as a future teacher they will provide visual and textual support to help all students.

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    The document discusses post-structuralist perspectives on power and knowledge in education. It describes an experience the author had in year 3 where the teacher helped them complete a difficult assignment by providing clear instructions and materials. This showed the teacher holding power through understanding student abilities and altering tasks so all could succeed. It also discusses post-structuralist theory, including Foucault's work around the relationships between knowledge, truth and power. The author reflects that giving students decision-making power can benefit learning, and that as a future teacher they will provide visual and textual support to help all students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    693 views3 pages

    Assignment 1

    Uploaded by

    api-526121705
    The document discusses post-structuralist perspectives on power and knowledge in education. It describes an experience the author had in year 3 where the teacher helped them complete a difficult assignment by providing clear instructions and materials. This showed the teacher holding power through understanding student abilities and altering tasks so all could succeed. It also discusses post-structuralist theory, including Foucault's work around the relationships between knowledge, truth and power. The author reflects that giving students decision-making power can benefit learning, and that as a future teacher they will provide visual and textual support to help all students.

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    At a glance
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    The student struggled with an assignment until the teacher provided clear instructions and information in a visual format that helped the student learn. This experience showed the student that they learn better visually than textually.

    The teacher altered the assignment to provide clear instructions and information in a visual format. This helped the student complete the assignment and benefitted other students who also found it difficult. The teacher giving targeted help gave the student power to learn.

    The student realized through this experience that they learn better visually than through text. Receiving information visually helped them understand and complete the assignment.

    Post-Structuralist Perspective

    Experience

    An experience that suits a post-structural perspective was when I was in Year 3. I found out that

    learning information and processing was difficult for myself. I was assigned my first ever assignment

    about rainforests, everyone around me was so excited and knew exactly what they were going to

    do while I was still processing what the actual assignment was. I remember the due date getting

    closer and closer and I was freaking out because I still didn’t know what to do and ended up asking

    the teacher, who went out of her way to gather all the necessary information that I needed in order

    to complete the assignment. After this, I felt a lot more confident in presenting the assignment and

    the teacher understood where my weaknesses were when completing assignments.

    Theory

    Post-structuralism is described as theoretical approaches that concern the power of which

    someone withholds ( Dillet 2017, p. 517 ). Drawing on Michael Foucault’s post-structural theory,

    focusing on power and knowledge ( FinKelde 2013, pp.1247 ). Foucault and other theorist such as

    Jennifer O’Brian, Bourdieu, and Canella ( Nolan & Raban 2015 ) explore a variety of ways of power

    and relationships that are embedded into their practices, which benefits certain children over

    others. Foucault’s’ theory revolved around post-structuralism and explores how the relationships

    between ‘knowledge, truth and power’ ( Naughton 2005, p. 4 ) and the effects that it has on

    children in their future education. Post-structuralism encouragers educators to think deeper about

    their understanding of equity and powerful actions that impact students education ( Naughton

    2005, p. 4 ).

    Georgia Duncan Anne-Marie Shin


    110230636 Reconceptualising Early Childhood Education
    Through the experience, it is evident that the teacher was in the position of power, as they could

    give clear and concise instruction when it came to doing the assignment. The teacher had the

    power through being aware of the range of abilities within their classroom and alter the

    assignment for students to make it easier and benefit not only myself, but the other members that

    also found it difficult. In some situations the students had the power as it was us that caused the

    teacher to change the assignment. This benefited myself and others within the classroom in a

    variety of ways as we were able to complete the assignment. The teacher giving us the information

    made it easier for me to explain what the rainforest is and how it works, showing that I am more of a

    visual learner. I remember this experience because, it is when I realised I learn better visually then

    textual.

    Future Teaching

    From analysing this experience and looking at it through a post-structural perspective, it is clear

    that giving children some power in the decision making can be beneficial for students to learn.

    Sometimes students just need a little extra help and clear instructions in order to complete the

    task. I will use this information and be prepared for when I become a teacher and give children the

    opportunity to learn visually and textually.

    Georgia Duncan Anne-Marie Shin


    110230636 Reconceptualising Early Childhood Education
    References

    Comber, B 2005, ‘Making use of theories about literacy and justice: teachers re-searching
    practice’, Educational Action Research, vol. 13, no. 1, pp. 43–56.

    Dillet, B 2017, ‘What is Poststructuralism?’, Political Studies Review, vol. 15, no. 4, pp. 516–527.

    FinKelde , D (2013), ‘Post-Structualism’, Cengage Learning, Germany

    Mac, Naughton, Glenda. Doing Foucault in Early Childhood Studies : Applying Post-Structural
    Ideas, Routledge, 2005. ProQuest Ebook Central,
    http://ebookcentral.proquest.com/lib/unisa/detail.action?docID=198470.

    Nolan A. & Raban, B. (2015) “Theories into Practice: Understanding and rethinking our work with
    young children and the EYLF”

    Wolfe, C 2009, What Is Posthumanism?, University of Minnesota Press, Minneapolis, pp. xxxiv, 357.

    Georgia Duncan Anne-Marie Shin


    110230636 Reconceptualising Early Childhood Education

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