ABSTRACT
In this chapter, the concept of “children as addressees” is introduced. In this process, the paper outlines a conceptual framework to overcome a one-sided research perspective in which actors are either seen as creative and autonomous individuals in their own right or as passive recipients “simply internalizing society and culture” (Corsaro, 2014, p. 18). This attempt can be understood as a praxeological rehabilitation of childhood(s) within the school as an institution. The main question is: How do children as actors and addressees generate addressing practices under school conditions, and to what extent in this process do they fall back on previously shown addressing practices in order to “institute” themselves as (student) subjects? Drawing on the work of Judith Butler, we represent a non-subjectivist subject theory and a non-actor-centred actor theory, respectively.
