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Combining ethnographical and curriculum approaches for subject historical perspectives on classroom interaction
Örebro universitet. (utbildning och demokrati)ORCID iD: 0000-0003-0270-4266
2007 (Swedish)In: Nordic Perspectives of Lifelong Learning in the New Europe: NERA’s 35th Congress Abstracts, 2007Conference paper, Abstract (Other academic)
Abstract [en]

In this paper I discuss the necessity of combining ethnographical and curriculum studies approaches to grasp an understanding of the classroom interaction as being historically situated or related to different school subject traditions. In this discussion I give examples from my earlier research on teaching as conversational genres in the teaching of literature, within the two subjects of Swedish in UpperSecondary School in Sweden. Special attention is paid to how the four analytically discerned conversational genres – The Teaching Examination, The Informal Book Talk, The Text Oriented Talk, and The Culturally Oriented Talk – differ in purpose, structure, patterns of interaction and view of literature. Finally I discuss how these conversational genres can be understood as related to the three dominating selective traditions of the school subject Swedish: Swedish as a Profiency Subject, Swedish as a Higher Subject of Bildung and Swedish as an Experienced-based Subject.

 

 

Place, publisher, year, edition, pages
2007.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:du-12121OAI: oai:DiVA.org:du-12121DiVA: diva2:617277
Conference
NFPF/NERA, 15-17 March 2007, Faculty of Education, University of Turku, Finland
Available from: 2013-04-22 Created: 2013-04-22 Last updated: 2017-03-15Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
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  • nn-NB
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