You are here:

Pedagogies of Becoming in an End-of-the-Line "Special" School

Critical Studies in Education Volume 51, Number 3, ISSN 1750-8487


In this paper I draw on ethnographic data generated inside an English "special" school for boys designate as having "social, emotional and behavioural difficulties". I offer a detailed analysis of one teacher's pedagogic practices inside her ICT classroom and the boys' responses to this. I suggest that the teacher's pedagogy, and the classroom, are marked by movements and flows of bodies, practices, affectivities and subjectivities. Following from this, I argue that this mobility opens up the possibility of identification and recognition as student and learner to boys who have previously been judged to be beyond the bounds of intelligibility in prevailing education discourse. I explore whether sites such as this one might offer a useful space for thinking about the possibilities for pedagogies that move beyond normative notions of the school, the teacher, the student and the learner.


Youdell, D. (2010). Pedagogies of Becoming in an End-of-the-Line "Special" School. Critical Studies in Education, 51(3), 313-324. Retrieved May 19, 2022 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.