Discourses are about what can be said and thought, but also who can speak, when, and with what authority. Discourses embody meaning and social relationships, they constitute both subjectivity and power relations. (Ball 1990, p. 2)
The proposed project asks questions about the constitution of power and knowledge in the physics and technology classrooms; who, in these spaces, can speak, when, and, with what authority; how the teacher enables different forms of participation for the students in their enactment of disciplinary discourses1 and the related pedagogical practices. In essence, the project seeks to provide clues to the workings of inclusions and exclusions in the science and technology (S&T) classroom, especially those enacted in terms of knowledge and those being constituents in learning processes. A central area within educational research is students'constitutions of conceptual and procedural knowledge within different subject areas. The proposed project provides a novel perspective on this area, by exploring what knowledge constitutions that are favoured in relation to the constitution of power relations in the classroom.