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In this article, we report our observations of two boys who took on the role of“class clown.” The boys used humour to negotiate power, which we defined as participation in discourse, taking on the role of class clowns and playing these roles, based on the context of their actions and responses of their peers and teachers. They were also defined by their roles because their teachers and peers came to expect certain actions from them . These two boys contributed to classroom discursive practices and also limited the classroom discourse.  \nKeywords: primary education, discourse community, humour, class clown, poststructuralism  \nEn utilisantune perspective interprétative post-structurelle, nous avons étudié le sens de l’humour des enfants dans une classe de 1ère et de 2e année au primaire. Dans le présent article, nous rapportons nos observations de deux garçons qui ont adopté lerôle de clown en classe. Les garçons utilisentleur sens de l’humour comme pouvoirde négociation, que nous définissons comme « participation au discours », en adoptant le rôle de clown de la classe et en jouant ces rôles, basé sur le contexte de leurs actions et de leurs réactions à leurs pairs etenseignants. Ils sont aussi définis d’aprèsleurs rôles parce que leurs enseignants et leurs pairs en sont venu à attendre d’eux certaines actions. Ces deux garçons contribuent aux pratiques discursives en classe touten limitant le discours dans la classe.  \nMots clés : primaire, communauté de discours, sens de l’humour, clown de la classe, post-structuralisme  \nIn a study of humour in a grade-1 and-2 classroom, we became interested in the class clown . Traditionally, researchers have considered class clowns problems in classrooms (Cohen & Fish, 1993; Condon & Tobin, 2001) . We studied two boys as partofa classroom discourse community, a complex and changing context. Although we do not consider ourselves  \nCANADIAN JOURNAL OF EDUCATION 27, 2 & 3 (2002): 195–210  \n196 JODY HOBDAY-KUSCH & JANET MCVITTIE  \npost-structuralists, we drew on aspects of post-structural theory to enhance our interpretations of our class clowns . From a poststructuralist perspective, the role of class clown may be considered a location that one or more students in a class may occupy, a location from which they can negotiate the right to affect the future of conversation . Through our interpretive perspective, we came to understand the role of clown as allowing the boys to negotiate power, a role that allowed them to both contribute to yet limit the classroom discourse.  \nPOST-STRUCTURALIST THEORY AS CONTEXT  \nPost-structuralism is not always a well delineated term . Many theorists of the latter half of the twentieth century questioned the modern enterprise of well-delineated categories and objectively verifiable truths. Postmodernism postulates that category boundaries are human rather than naturally existing creations. Humanly created boundaries can be deconstructed through examination of language, discursive practices, and other structures – anything that can affect the future of interactions.  \nLather (1991) argued that post-structuralism was a way around the dualisms of modernity, such as the oppressors and the oppressed or labourers and capitalists. Post-structuralists examine discursive practices to increase understanding of the multi-faceted nature of human negotiations that alternately create and deconstruct structural boundaries. Pinar, Reynolds, Slattery, and Taubman (1995) grouped postmodernism, post-structuralism, and deconstruction together: the intent of all three terms is to challenge and subvert the project of the modernist (p. 450) . They identified structuralism as a theoretical framework that suggests the existence of innate structures, either in nature, in human","cbCaisdlZ4LKNk1B","https://ap.wps.com/l/cbCaisdlZ4LKNk1B","pdf",434914,16,"English","# Post-structuralist theory as context\n## Classroom humour and the role of the class clown\n## Power, discourse, and participation in interaction","[{\"question\":\"What theoretical perspective guides the study of children’s humour?\",\"answer\":\"The study uses a post-structural, interpretive perspective to examine how humour operates in classroom discourse.\"},{\"question\":\"How do the two boys use humour in the classroom?\",\"answer\":\"They adopt the “class clown” role to negotiate power by participating in discourse through their actions and reactions with peers and teachers.\"},{\"question\":\"In what way do the boys both contribute to and limit classroom discourse?\",\"answer\":\"Their clowning practices allow them to contribute to classroom discursive practices while also limiting the classroom discourse, depending on context.\"}]","Just Clowning Around: Classroom Perspectives on Children’s Humour | PDF",1792084691]