Behaviour as Communication: Counter-Stories of Resistance and Dignity Work

ABSTRACT

The words “behaviour” and “resistance” often conjure up fear-invoking images that prevent us from reflecting on what it is that we, as educators, understand behaviour to mean. In this article, we use resistance theory to rethink behaviour as communication by counter-storying one observation of resistance involving children and teachers in India. Offering parallel interpretations of this experience, we unpack how resistance as “dignity work” requires us to listen and respectfully re-engage with children and ourselves. We conclude by exploring pedagogical possibilities and the need for preserving our dignity and shared humanity when reflecting on (our own and children’s) behaviours.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Zinnia Mevawalla

Zinnia Mevawalla is a lecturer in Early Years Education at the University of Strathclyde, Glasgow, United Kingdom. Zinnia is interested in understanding how initiatives and practices in the early years can foster participation, inclusion, and equity for children, families/caregivers, and communities. There are five central themes to her work in the early years: Social Inclusion, Inclusive Education, Social Justice, Resistance and Dignity Work, and Critical Qualitative Research Approaches.

Kathy Cologon

Kathy Cologon is a senior lecturer in Inclusive Education at the School of Education, Macquarie University. Kathy is interested in research and practice relating to the development and support of inclusive education and disability studies, with a view towards greater recognition of the rights of all children. Through working with children, families, teachers, advocates, and allied professionals within Australia and internationally, Kathy has been privileged to develop deep understandings of inclusion and disability equity education.

Jacqueline Hayden

Jacqueline Hayden is an adjunct professor at the School of Education, Macquarie University, Sydney, Australia. She has over 30 years of experience in the field of early child development (ECD) working with children, families, and communities. She has researched, developed, designed, implemented, and assessed parenting programs, services and ECD systems around the globe, and has worked for governments, training institutes, research centres, foundations, and INGOs.

Fay Hadley

Fay Hadley is an associate professor of Early Childhood Education and the Director of Initial Teacher Education at the School of Education, Macquarie University, Sydney, Australia. She is currently a Co-Chief Investigator in a tripartite partnership with two other Universities to revise two national Australian Learning Frameworks. Fay’s work spans across early childhood and her primary area of research examines leadership in early childhood and child and family diversity. She is a AJEC editorial board member.