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Studying policy in interaction: Students’ enactment of new grades and national tests in Swedish year six.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.ORCID iD: 0000-0002-7691-2490
Karlstad University, Faculty of Arts and Education, Department of Education. (Pedagogiskt arbete, Livsberättelser,)
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this presentation is to explore how recent policy changes in education gets interpreted and realized in student interaction. In recent years the concept of enactment has been used within policy research as an analytical tool for the understanding of how policy gets translated into practice by actors on different levels (Ball, 2006; Ball, Maguire & Braun, 2012; Singh, Heimans & Glasswell, 2014; Tanner & Pérez Prieto, 2014). Most studies on a school level focus on school leaders and teachers, whereas the students often remain unnoticed as actors in policy practice. In this presentation we argue for the importance of including students’ perspectives in studies of policy, and suggest new methods for how this could be explored.  

Methodologically we bring together understandings of policy enactment and performativity from the field of educational sociology with the ethnomethodological stance of conversation analysis (CA) for studying how policy comes to play in interactions between students (ten Have, 1999).  We use data from a larger study about students’ experiences on doing national tests and getting grades in year 6, including more than 10 schools. The data consists of audio- and video recordings from focus group interviews with students and of video recordings from classrooms in the preparation and realization of the national tests.

Preliminary results show how students position themselves as competent actors in relation to peers, teachers and family as they talk about tests and grades. In the interactions they negotiate strategies for coping with expectations and increasing pressure, while at the same time playing down the importance of tests and grades in for example comparisons with friends or in relation to final grades in year nine.   Even though the combination of CA and the theoretical concept of policy enactment require careful methodological considerations, we find a substantial gain in the way it makes new understandings of students’ identity formations in relation to educational policy possible.

Place, publisher, year, edition, pages
2015.
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-38441OAI: oai:DiVA.org:kau-38441DiVA, id: diva2:872634
Conference
NERA 2015, Nordic Educational Research Association, Gothenburg, March 3-5, 2015
Available from: 2015-11-19 Created: 2015-11-19 Last updated: 2015-11-27Bibliographically approved

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Tanner, MariePérez Prieto, Héctor

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CiteExportLink to record
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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
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  • asciidoc
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