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Classroom Talks and Students' Resistance
Örebro universitet.ORCID-id: 0000-0003-0270-4266
2009 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The research topic of this paper is exploring different ways of students’ resistance against participating in classrooms talk in upper secondary school. The theoretical framework of this research project is built up by using two different theoretical traditions in order to establish different perspectives on how conditions of participating in classroom talks are constituted: From curriculum theories, including researchers as Lundgren and Englund, a perspective stressing the institutional setting as constituting conditions for classroom talks and students’ participation is gained. From classroom studies, by researchers as Mehan, Cazden, Nystrand and Dysthe as well as the cultural and linguistic theorist Bakhtin, an interactional perspective focusing how different patterns of interaction in the classroom creates different conditions for students’ participation in classroom communication is picked up. Furthermore a focaudian perspective on power and resistance in classrooms is used.

A combination of ethnographical and curriculum studies approaches is used methodologically in the project. The ethnographic part of the study comprises of videotaped observations of classroom talks in order to study different expressions, strategies and functions of students’ resistance against participating in the classroom talks studied. Furthermore, qualitative interviews with students and teachers were also conducted to get their perspectives of classroom talks and participation. The curriculum part of the study comprised of analyses of curriculum and syllabuses in order to understand how these institutional frames constituted conditions for participation in the classroom talks studied.

The findings concerning students’ resistance against participating in classroom talks show that we can understand different students’ strategies in the classroom as resistance: 1) Being silent as resistance, 2) Making jokes as resistance, 3) Withholding life-world experiences as resistance. Furthermore, it is possible to discern different origins of the resistance: 1) Resistance origins in the institutional conditions of the talks, e.g. prescribed patterns of interaction, view of knowledge etc., and 2) Resistance origins in students’ life worlds, e.g. norms, habits, preferences, etc.

The question of students’ resistance against participating in class room communications and talks has a clear relevance for Nordic educational research as the ideals and traditions of organising teaching as talks and communication in different ways are deeply rooted in all Nordic countries, as well in other European countries and the United   States. The institutional settings of educational communicative practices are also similar which makes the question of students’ resistance against participating relevant in all Nordic countries.

 

 

 

sted, utgiver, år, opplag, sider
2009.
HSV kategori
Identifikatorer
URN: urn:nbn:se:du-12163OAI: oai:DiVA.org:du-12163DiVA, id: diva2:618599
Konferanse
NFPF/NERA, Trondheim, 2009
Tilgjengelig fra: 2013-04-29 Laget: 2013-04-29 Sist oppdatert: 2017-03-15bibliografisk kontrollert

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