From silence to melody: adding a post-structuralist lens to more-than-representational theory to analyze power dynamics in the classroom

Background: This study examines power dynamics within a Humanistic Knowledge Building Community (HKBC) in an Israeli BA education course at the University of Haifa—a setting shaped by diverse and conflicting narratives. Using post-structuralist frameworks and More-Than-Representational (MTR) theory, we investigate how MTR mediums interact with representational mediums to either reinforce or challenge power structures. Methods: The analysis focuses on a reflective group activity, employing interactional analysis alongside post-structuralist and MTR methodologies. This approach explores how MTR mediums and representational discourse shape power relations within the classroom. Findings: Our findings reveal that while representational discourse often reinforced existing hierarchies, MTR mediums offered marginalized students subtle yet impactful ways to resist hegemonic power structures and assert agency. Moments of circulating affect, kinesthetic togetherness, and emerging mobile architectures provided opportunities for subjugated knowledge to surface, disrupting dominant narratives. Contribution: This research demonstrates how resistance and agency manifest in learning communities marked by diverse and conflicting narratives. We argue that integrating MTR frameworks into learning community designs can foster inclusive environments where diverse identities and knowledge are valued. Our findings advance theoretical and practical understandings of learning in sociopolitical contexts.