19 SES 09 B, Teachers' Empowerment, Students' Power and Participation
This abstract reports on findings from ethnographic practice research on the relation between the practice of teaching and children’s participation in classroom practices. The empirical data was conducted over a period of two years in one school located in Copenhagen. The research focus is on differentiated teaching and the professional development of teaching in diverse Classrooms.
The aim is to explore and bring forth knowledge about children’s different ways of participating in class during teaching and to empower the teachers with this knowledge. Thus, we are preoccupied with how children are mastering classroom learning and how teachers respond to the differences among the children.
Research questions are:
- How do teachers understand differences among pupils and how do they respond to these differences?
- How do students participate in the classrooms?
- What is going on between the students and how do their relations influence the teaching?
- How do teachers develop the practice of teaching in close collaborations with researchers (and research findings from studying practice)?
To explore these questions we draw on the work of Pierre Bourdieu and his concepts of social reproduction and symbolic violence (Bourdieu, 1990) and on Zygmunt Baumann and his concepts of social exclusion and homelessness (Baumann, 2004). The analytical approach is directed toward the assumption that what is going on in schools is related to societal and cultural structures of power and implicit understandings of normality and deviation. The political and educational focus on diversity, inclusion and equality must in this analytical framework, be seen in the light of exclusion and marginalization of some children.
Archer, M. (2007). Making our Way through the World – Human Reflexivity and Social Mobility. Cambridge: Cambridge University Press. Baumann, Zygmunt (2004): Wasted lives. Modernity and its outcasts. Blackwell Bjørnsrud, H. (2005) Rom for aksjonslæring, om tilpasset opplæring, inkludering og lærerplansarbeid, Gyldendal. Bourdieu, P. (1977) Outline of a theory of practice, Cambridge University Press. Bourdieu, P. & Wacquant, L.J.D. (1992) An Invitation to Reflexsive Sociology, Polity Press. Bourdieu, P. & Passeron, J.C. (1990). Reproduction in Education, Society and Culture. London. Sage Publications. Flyvbjerg, B. (2001) Samfundsvidenskab som virker, Akademisk Forlag. Geertz, Clifford (1973): The interpretation of cultures selected essays. Basic Books, Inc., Puhlishers, New York Norwich, B. & Jones, J. (2012) Lesson Study – Making a Difference to Teaching Pupils with Learning Difficulties, Bloomsbury Academics.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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