Justice through participation : student engagement in Nordic classrooms
| Autor: | Astrid Roe, Fritjof Sahlström, Kirsti Klette, Anna Slotte, Michael Tengberg, Jennifer Luoto, Marie Tanner, Marte Blikstad-Balas |
|---|---|
| Přispěvatelé: | Department of Education, Education of Education, Diversity, multilingualism and social justice in education |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
classroom discourse
Public Administration Sociology and Political Science Teaching method Student engagement lcsh:Education (General) Education student engagement and participation 0504 sociology Pedagogy student participation ComputingMilieux_COMPUTERSANDEDUCATION Cross-cultural STUDENT ENGAGEMENT Video technology Sociology Justice (ethics) Educational Sciences Mathematics instruction 4. Education 05 social sciences 050401 social sciences methods 050301 education Social system Learner engagement access to content 516 Educational sciences lcsh:L7-991 0503 education Utbildningsvetenskap |
| Zdroj: | Education Inquiry, Vol 9, Iss 1, Pp 57-77 (2018) |
| ISSN: | 2000-4508 |
| Popis: | In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situa- tions in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious chal- lenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inher- ent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers. In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers |
| Databáze: | OpenAIRE |
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