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Justice through participation: Student engagement in Nordic classrooms
Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
Department of Pedagogy, Åbo Akademi University, Vaasa, Finland.
Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
Vise andre og tillknytning
2018 (engelsk)Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 9, nr 1, s. 57-77Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2018. Vol. 9, nr 1, s. 57-77
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
URN: urn:nbn:se:kau:diva-66615DOI: 10.1080/20004508.2018.1428036OAI: oai:DiVA.org:kau-66615DiVA, id: diva2:1188658
Tilgjengelig fra: 2018-03-08 Laget: 2018-03-08 Sist oppdatert: 2018-08-31bibliografisk kontrollert

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