hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Klassrummet som diskussionsarena
Örebro universitet, Pedagogiska institutionen.
2002 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
The classroom as an arena for discussions [with an english summary] (English)
Abstract [en]

The aim of the dissertation is to study whole class discussions in the Swedish upper secondary school, concerning issues subjected to controversy in the public debate. The empirical study is related to a wider question: the possibilities for the school to educate democratic citizens.

By using discourse analysis,14 videotaped lessons from social- and religious studies where analysed, with the ambition to investigate recurrent patterns of participation and meaning making. Five teachers and six classes participated in the study.

The analysis shows that the teachers have two concurrent goals: to focus on the students’ contributions on issues in the public debate, and introduce the students to different questions in the public debate. A consequence of these goals is that the role of the teacher often becomes complex. By acting on the basis of having responsibility for the students’ development of knowledge, and sometimes also calling attention to certain values, the teacher attempts to guide the students as not yet ready for the public debate. Features from other kinds of teacher-centred education are thereby present in the discussions. However, students can also act as more autonomous participants in relation to the teacher. When they are not answering the teacher’s questions in an expected way, and in particular, in situations in which they are interacting with each other, the students may discuss the public issues without being teacher-guided to the same extent as in other situations.

The last chapter concludes that the authority of the teacher is partly given by the official steering-documents. It is still possible to ask if the guiding role of the teacher itself could be subjected to discussion. This suggestion is made from the point that teacher authority is considered as more or less limited for developing a critical attitude among the students. One may also ask if the students’ could be offered possibilities to choose the topic for discussion themselves. This latter point is made against the background that classroom-discussion presupposes student’s viewpoints in order to be accomplished.

Place, publisher, year, edition, pages
Örebro: Örebro universitetsbibliotek , 2002. , 228 p.
Series
Örebro Studies in Education, ISSN 1404-9570 ; 6
Keyword [en]
discussion, democracy, public issues, education, participation, meaning making
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:hig:diva-23715ISBN: 91-7668-308-7 (print)OAI: oai:DiVA.org:hig-23715DiVA: diva2:1078669
Public defence
2002-10-01, Hörsal P, Prismahuset, Örebro universitet, 13:00
Opponent
Supervisors
Note

With an english summary

Available from: 2017-03-06 Created: 2017-03-06 Last updated: 2017-03-14Bibliographically approved

Open Access in DiVA

No full text

Other links

Fulltext

Search in DiVA

By author/editor
Liljestrand, Johan
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

Total: 148 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf