TY  - JOUR
AU  - Stojnov, Dušan
AU  - Džinović, Vladimir
AU  - Pavlović, Jelena
PY  - 2008
UR  - http://ipir.ipisr.org.rs/handle/123456789/117
AB  - "Underachievement" in school is seen as a failure in traditional theories of education. An alternative construction of school underachievement is offered If based on Michel Foucault's (1975) approach to power and George Kelly's (1955) principle of elaborative choice. Instead of being construed exclusively as a measure of good education, school success can be seen as the effect of normalization based. on the power of discourses dominating in a society. By the same token, underachievement can be seen as a form of resistance to dominant discourse, as well as a way of defining one's identity through marginalized discourses. Kelly's notion of elaborative choice is used to expand upon a Foucauldian analysis of school underachievement.
PB  - Taylor & Francis Inc, Philadelphia
T2  - Journal of Constructivist Psychology
T1  - Kelly meets Foucault: Understanding school underachievement
EP  - 59
IS  - 1
SP  - 43
VL  - 21
DO  - 10.1080/10720530701503876
ER  - 

@article{
author = "Stojnov, Dušan and Džinović, Vladimir and Pavlović, Jelena",
year = "2008",
abstract = ""Underachievement" in school is seen as a failure in traditional theories of education. An alternative construction of school underachievement is offered If based on Michel Foucault's (1975) approach to power and George Kelly's (1955) principle of elaborative choice. Instead of being construed exclusively as a measure of good education, school success can be seen as the effect of normalization based. on the power of discourses dominating in a society. By the same token, underachievement can be seen as a form of resistance to dominant discourse, as well as a way of defining one's identity through marginalized discourses. Kelly's notion of elaborative choice is used to expand upon a Foucauldian analysis of school underachievement.",
publisher = "Taylor & Francis Inc, Philadelphia",
journal = "Journal of Constructivist Psychology",
title = "Kelly meets Foucault: Understanding school underachievement",
pages = "59-43",
number = "1",
volume = "21",
doi = "10.1080/10720530701503876"
}

Stojnov, D., Džinović, V.,& Pavlović, J.. (2008). Kelly meets Foucault: Understanding school underachievement. in Journal of Constructivist Psychology
Taylor & Francis Inc, Philadelphia., 21(1), 43-59.
https://doi.org/10.1080/10720530701503876

Stojnov D, Džinović V, Pavlović J. Kelly meets Foucault: Understanding school underachievement. in Journal of Constructivist Psychology. 2008;21(1):43-59.
doi:10.1080/10720530701503876 .

Stojnov, Dušan, Džinović, Vladimir, Pavlović, Jelena, "Kelly meets Foucault: Understanding school underachievement" in Journal of Constructivist Psychology, 21, no. 1 (2008):43-59,
https://doi.org/10.1080/10720530701503876 . .

TY  - JOUR
AU  - Džinović, Vladimir
AU  - Pavlović, Jelena
AU  - Stojnov, Dušan
PY  - 2006
UR  - http://ipir.ipisr.org.rs/handle/123456789/97
AB  - Underachievement in school is seen as a failure in traditional theories of education. An alternative construction of school underachievement, from the point of view of Michel Foucault’ s approach to power and George Kelly's principle of elaborative choice, is offered as the subject matter of this paper. Instead of being construed exclusively as a measure of good education school success can be seen as the effect of normalization based on the power of discourses dominating in a society. In the same time, underachievement can be seen as a form of resistance to dominant discourse, as well as a way of defining identity in accordance with marginalized discourses whose significance is not recognized or respected from the point of school authorities. The prevailing tradition of European rationality treats poor achievement as a case of norm deviation. The individual perspectives are discounted as irrational and disordered behavior, requiring treatment. Kelly however, asserts that claims of irrationality reflect poor understanding of individual perspectives. When individuals resist the dominant discourse and underachieve despite their abilities, they are making an active choice which should be understood from their point of view. The choice someone makes is always an elaborative choice. Thus underachievement may be construed as resistance to power, based on the principle of elaborative choice.
AB  - Loše postignuće u učenju u tradicionalnom shvatanju obrazovanja uglavnom se označava kao neuspeh. U radu se predlaže drugačije shvatanje školskog neuspeha, zasnovano na shvatanju moći Mišela Fukoa i načelu elaborativnog izbora Džordža Kelija. Umesto da se shvata isključivo kao merilo dobrog obrazovanja, uspeh u školi može da se posmatra i kao proishod normalizacije zasnovan na moći diskursa koji preovlađuju u društvu. U isto vreme, loše postignuće u školskom uspehu može da se shvati i kao jedna vrsta otpora spram dominantnog diskursa, i kao način definisanja identiteta u skladu sa marginalizovanim diskursima, koje školske vlasti ne uvažavaju. Tako se u tradiciji racionalnosti loše postignuće u školi shvata kao primer devijacije od normi. Individualna obrazloženja ličnog neuspeha od strane učenika odbacuju se kao iracionalna, a ponašanje koje je sa njim u vezi kao devijantno. Ne i za Kelija, koji smatra da je otpisivanje određenih ponašanja na osnovu njihove iracionalnosti pre svega pokazatelj lošeg razumevanja individualnih perspektiva učenika. Ukoliko se neke osobe opiru dominantnim diskursima i postižu loš uspeh uprkos svojim sposobnostima, one pri tome vrše aktivan izbor koji bi trebalo razumeti pre svega sa njihove sopstvene tačke gledišta. Izbor koji neka osoba vrši uvek je elaborativan izbor. Tako se nedovoljno postignuće i loš uspeh u školi mogu konstruisati i kao otpor prema moći koji je zasnovan na načelu elaborativnog izbora.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Choosing school underachievement as a way to resist power
T1  - Opredeljenje za neuspeh u školi kao vid opiranja vršenju moći
EP  - 150
IS  - 1
SP  - 124
VL  - 38
UR  - https://hdl.handle.net/21.15107/rcub_ipir_97
ER  - 

@article{
author = "Džinović, Vladimir and Pavlović, Jelena and Stojnov, Dušan",
year = "2006",
abstract = "Underachievement in school is seen as a failure in traditional theories of education. An alternative construction of school underachievement, from the point of view of Michel Foucault’ s approach to power and George Kelly's principle of elaborative choice, is offered as the subject matter of this paper. Instead of being construed exclusively as a measure of good education school success can be seen as the effect of normalization based on the power of discourses dominating in a society. In the same time, underachievement can be seen as a form of resistance to dominant discourse, as well as a way of defining identity in accordance with marginalized discourses whose significance is not recognized or respected from the point of school authorities. The prevailing tradition of European rationality treats poor achievement as a case of norm deviation. The individual perspectives are discounted as irrational and disordered behavior, requiring treatment. Kelly however, asserts that claims of irrationality reflect poor understanding of individual perspectives. When individuals resist the dominant discourse and underachieve despite their abilities, they are making an active choice which should be understood from their point of view. The choice someone makes is always an elaborative choice. Thus underachievement may be construed as resistance to power, based on the principle of elaborative choice., Loše postignuće u učenju u tradicionalnom shvatanju obrazovanja uglavnom se označava kao neuspeh. U radu se predlaže drugačije shvatanje školskog neuspeha, zasnovano na shvatanju moći Mišela Fukoa i načelu elaborativnog izbora Džordža Kelija. Umesto da se shvata isključivo kao merilo dobrog obrazovanja, uspeh u školi može da se posmatra i kao proishod normalizacije zasnovan na moći diskursa koji preovlađuju u društvu. U isto vreme, loše postignuće u školskom uspehu može da se shvati i kao jedna vrsta otpora spram dominantnog diskursa, i kao način definisanja identiteta u skladu sa marginalizovanim diskursima, koje školske vlasti ne uvažavaju. Tako se u tradiciji racionalnosti loše postignuće u školi shvata kao primer devijacije od normi. Individualna obrazloženja ličnog neuspeha od strane učenika odbacuju se kao iracionalna, a ponašanje koje je sa njim u vezi kao devijantno. Ne i za Kelija, koji smatra da je otpisivanje određenih ponašanja na osnovu njihove iracionalnosti pre svega pokazatelj lošeg razumevanja individualnih perspektiva učenika. Ukoliko se neke osobe opiru dominantnim diskursima i postižu loš uspeh uprkos svojim sposobnostima, one pri tome vrše aktivan izbor koji bi trebalo razumeti pre svega sa njihove sopstvene tačke gledišta. Izbor koji neka osoba vrši uvek je elaborativan izbor. Tako se nedovoljno postignuće i loš uspeh u školi mogu konstruisati i kao otpor prema moći koji je zasnovan na načelu elaborativnog izbora.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Choosing school underachievement as a way to resist power, Opredeljenje za neuspeh u školi kao vid opiranja vršenju moći",
pages = "150-124",
number = "1",
volume = "38",
url = "https://hdl.handle.net/21.15107/rcub_ipir_97"
}

Džinović, V., Pavlović, J.,& Stojnov, D.. (2006). Choosing school underachievement as a way to resist power. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 38(1), 124-150.
https://hdl.handle.net/21.15107/rcub_ipir_97

Džinović V, Pavlović J, Stojnov D. Choosing school underachievement as a way to resist power. in Zbornik Instituta za pedagoška istraživanja. 2006;38(1):124-150.
https://hdl.handle.net/21.15107/rcub_ipir_97 .

Džinović, Vladimir, Pavlović, Jelena, Stojnov, Dušan, "Choosing school underachievement as a way to resist power" in Zbornik Instituta za pedagoška istraživanja, 38, no. 1 (2006):124-150,
https://hdl.handle.net/21.15107/rcub_ipir_97 .