In my elective Rhetorics and Politics we discussed the idea of power, and it’s form within today’s society. We had to write about power in regards to school’s and universities, and I chose the subject of the Safe Schools Coalition. As I had discussed it in my Media 1 practical I decided to attach it to my blog because it breaks down power relations that can be seen in the media. All my information is sourced through Media articles as well, so I thought it would be interesting to put this response on my blog and one day maybe look back and see if my perspective has changed and why (even though i don’t think it will) lol.
To evaluate the idea and possession of power in reference to school and classrooms, one must address political economic foundations and therefore the role of actors and their ambitions. By perceiving power as something exercised within interactions and that ‘power relations mutually constitute production and distribution’ (Mosco, in Boyd-Barrett, p.186), the symbiosis of politics as a conflict and power as a social relation becomes clear. Foucault’s philosophy that revokes power as an asset, sets precedents in understanding how the distribution of power and its governance within schools, universities and classrooms have changed within the ‘second age of modernity’ (Dean, 2007, p.1). For each actor there is a paradigm of relationships that divides power into separate agendas. As diverse values lead to conflict however, individuals who find themselves in powerful position[s] might not always have equal opportunities to exercise such power.
Power in an academic environment traditionally connotes to ideas of ‘official’ actors: governments, school boards and teachers. Whilst these actors do indeed have a visual sense of power, the effectiveness of their ‘strategic game of liberties’ (Dean, 2007, p.9) becomes apparent as ‘political arguments depend on distinction between government … and civil service’ (Rose, 2005, p.152). Thus, the introduction of the Safe Schools Coalition in 2010, exemplifies how students and general populations can set precedents for change separate from ‘official’ actors. The Coalition’s aim to combat bullying of same sex attracted, intersex and/or gender diverse individuals through education is a response to the population’s changing conventions concerning the LGBT movement, as ‘72% of Australians’ are supportive of Same Sex Marriage’ (Jones, 2016).
Timothy Jones’ (2016) article Safe Schools Coalition: What is the Christian Right Afraid of? in The Conversation however, exemplifies how power changed through context allows actors with ascendancy to take advantage of their ability to govern. Turnbull’s request to open an investigation into the effectiveness of the Coalition demonstrates how some conservative, influential actors use their social and official power to pressure aspects of the program that contradict their beliefs. Thus, some Australian Catholic schools deliberately misconstrued the Coalition’s aim with the belief ‘that inclusive sexuality education will turn kids gay’ (Jones, 2016). This view, further projected by Senator Benardi, describing ‘the campaign for marriage equality as a masterpiece of sloganeering’ (Chang, 2015,), controls how populations are governed making ‘conservative voices … disproportionately amplified’ (Jones, 2016). The recent March changes responding to the pressures that surrounds the appropriateness of the program, has lead to a ‘strong and measured response’, criticized by Senator Simms as ‘conservatives on Malcolm Turnbull’s backbench… using this as an opportunity to flex their muscles within this Turnbull Government’ (Martin, 2016, The Australian). Ultimately, this demonstration to reform exemplifies power not only exercised through official means of governance but also leveraged from social relations.
An actor’s use of power as a ‘traditional concept … a substance’ however, exposes ‘inequality and exploitation’ (Dean, 2007, p.6) asserting Foucault’s belief ‘where there is power there is resistance’. Rose’s (2005) discussion on how contemporary Western societies’ power structures are reformed due to ‘communitarian thinking in politics’ which relies on the rationality of society (Rose, 2005, p.151) expands the idea of power as a ‘substance’ to something less visual and more mobile – a set of social relations. The Today Show’s segment Magda Szubanski breaks down discussing the Safe Schools program on the eve of Mardi Gras (3.3.2016, WhitakerBiggs) demonstrates powerful relationships that are exempted from the visible and official ability to govern. Szubkanski uses the rhetoric of community to advocate every individuals’ responsibility as actors to ultimately ‘be civilised … [and] govern themselves’ (Rose, 2005, p.151), as she urges the community to ‘open their minds and their hearts’ and the be aware of where Mardi Gras ‘all came from and what it’s all about’ (3.3.2016, WhitakerBiggs). Szubkanski’s use of social awareness as a responsibility puts everyone in a position of, and to, exercise power. In doing so she elevates her own status by becoming an advocate for change. She reminds the populations of Australia that the choice is simple, we ‘either stand with the great majority of Australians or fall a victim to the power of a small right winged fringe’ (Martin, 2016, The Australian).
Through Safe Schools and its protection and portrayal of the LGBT movement in classrooms and schools we see how power is not always visible and official, but flows through a network of actors. Although ‘protected under the grounds of international human rights legislation on education’ (Jones, 2016) we see how actors’ ‘official power’ diverts ambitions due to personal paranoia and values. However, the criticisms of this response exemplify the cognitive shift of power and governance as a mobile system rather than a domination of higher elected actors, redefining relationships and networks of relationships throughout the academic environment.
REFERENCES:
Boyd-Barrett, O. (1995) ‘The political economy approach’, in O. Boyd-Barrett and C. Newbold (eds.), Approaches to Media, Oxford University Press.
Chang, C. (2015), ‘Penny Wong and Cory Bernadi to debate same-sex marriage’, News; Date accessed, 17th March, 2016
http://www.news.com.au/lifestyle/gay-marriage/penny-wong-and-cory-bernardi-to-debate-samesex-marriage/news-story/2638da14e2bc695ae49cfdfcc8bb7c8b
Dean, M. (2007), ‘Introduction: Setting the Scene’, in Governing Societies: Political Perspectives on Domestic and International Rule, London, Open University Press.
Gauntlett, D. (2008), ‘Foucault on Power’ and ‘Power and Resistance’, in Media, Gender and Identity: An Introduction, London & New York, Rutledge.
Jones, T.M (2016) ‘Safe Schools Coalition: What is the Christian Right Afraid of? The Conversation, available ; accessed on 16 March 2016.
Magda Szubanski breaks down discussing the Safe Schools program on the eve of Mardi Gras, The Today Show (2016); Date accessed, 17th March, 2016
https://www.youtube.com/watch?v=QVwsHu2Ltak&feature=youtu.be
Martin, S. (2016) ’Safe Schools program: federal government unveils changes’, The Australian, available; Date accessed, 23rd March 2016
Rose, N. (2005) ‘Government’ in T.Bennett, L. Grossberg & M. Morris (eds.), New Keywords: A Revised Vocabulary of Culture and Society, Oxford, Blackwell.