Discursive agency and primary education

New project on primary schools combining discourse theory and critical educational studies at the University of Luxembourg: ProDIC-Discourse Structures and Dis-/Integration in Education: Promotion of Critical Discourse Competencies.

School as a social institution cannot be separated from its context; it is part of and influencing social reality (cf. New London School; Gee; Yurén). However, few schooling practices take into account this dimension of ‘agency’ of schools as institutions as well as of the implied individual actors, in the re-/co-/construction of social reality. The present project tries to cope with this lack by deconstructing institutionalised discursive constraints of agency in a Luxembourgish primary school, and by elaborating a critical concept of agency at the intersection of French discourse theory and critical educational research, that is adapted to the Luxembourgish socio-cultural context. It aims at finding ways to empower actors, in particular learners, to actively participate and take over responsibilities in the re-/co-/construction of the reality of school, classroom and learning activities, as well as of the individual life as social being and of society as a whole.


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