I was honoured to be given the opportunity to speak at rED17 in September. Here are the slides that I used. I also did some stuff on teaching job advertisements, but I’ve already written about those here.
In this blog post, I attempt to summarise a section of my EdD thesis which explores the ways in which participants in #EduTwitter and members of the Tweacher Society construct an identity in their exchanges online. This exploration is viewed through a Foucauldian lens, taking as a theoretical framework Foucault’s What is an Author (Foucault, 1991).
Foucault essentially presents the author function as being a separate entity to the subject behind it. For example, our cultural representation of the author figure of Shakespeare has been constructed over the centuries such that it may or may not hold very much resemblance to the subject – the man who penned the plays and sonnets. Furthermore, how might our perception of the author be affected by a new discovery?
For example, should we discover that Shakespeare was not born in the house with which he is associated, it might alter our understanding of the life of the man, but it would not change the nature of our relationship with the text of Hamlet. “But if we proved that Shakespeare did not write those sonnets which pass for his, that would constitute a significant change and affect the manner in which the author’s name functions” (Foucault, 1991, p.106). The words would remain the same, the iambic pentameter would be intact, and a quatrain would still be a quatrain. But our relationship with the Statement would be fundamentally altered. And what if we were to learn that Shakespeare had actually written a work which we had previously ascribed to a different author? How might our relationship with that work be affected?
And what if the writer uses a pseudonym? In what way then do we related to the author and is this different from how we might relate to the subject behind it? It is easy enough to point to examples in literature and popular culture where pseudonyms are employed for different reasons, from George Eliot to Mark Twain; from Vic Reeves to Keith Lemon. To what extent is our relationship to the what-said affected by our conception of the who-said? Does the quality a ‘debut’ detective novel suddenly improve when we learn that it is written by J.K. Rowling? Or is its quality diminished by a perceived association with ‘children’s books’?
This plays out daily on #EduTwitter, where the what-said is overshadowed by responses that focus upon, or are influenced by feelings towards, the who-said. There are a number of high profile tweachers who, it seems, are likely to receive negative or hostile responses purely because of who they are and not because of what they have said. Perhaps I’ve been guilty of such responses myself. Perhaps there’s a certain inevitability about this. My own animosity towards certain national newspapers is likely to taint my personal reaction to anything they may publish. Similarly, anything that Gove says is likely to upset people just because it is Gove saying it. So there is nothing new or surprising about this, perhaps.
On #EduTwitter, we see some figures who quite deliberately and consciously construct a presentation of Self which, perhaps, they wish to market. Those with a consultancy to promote, or a book to sell. There is, of course, nothing wrong in this per se.
But I think to some extent we all do this, whether consciously or not. We all play games of identity construction and identity presentation on Twitter. And it is possible to have some fun with those games. Equally, it is possible to make a deliberate effort to shape the Self, through the articulation of ideas, views or beliefs, or through the questioning and interrogation of the ideas, views or beliefs of others; the interrogation of Statements. And, through our use of Twitter, to open up that Self in turn for interrogation bringing about the constant feedback loop to enable on-going formation and re-formation of the Self.
Foucault, M. (1991) “What Is an Author?” In Rabinow, P. (ed.) The Foucault Reader: An Introduction to Foucault’s Thought. [online]. New York: Penguin. pp. 101–120. Available from: https://monoskop.org/images/f/f6/Rabinow_Paul_ed_The_Foucault_Reader_1984.pdf