The concept of teaching position. An approach of teaching work regulations from Political Discourse Analysis

SOUTHWELL MYRIAM Y VASSILIADES ALEJANDRO

Discourse: Studies in the Cultural Politics of Education

Taylor & Francis- University of Queensland. Dept. of Education,

Año: 2016

0159-6306

In this article we discuss the way it would be possible to approach teaching work regulations from the concept of teaching position. This paper presents a series of theoretical movements that sustain this option, focusing on methodological contributions post-foundational perspectives and particularly Political Discourse Analysis have done to analyse teaching work. The teaching position category involves a way of approaching the circulation of discourses that regulate the work of teaching, referring to how educators assume their task. We will consider the open and contingent discursive configuration of social relations and identities, trying to account for the way the teaching position is built in an active and contingent way that is not previously defined. From this perspective, it is possible to analyse teaching in its plurality, heterogeneity and complexity.