19 SES 13, Classroom Ethnographies in Dialogue (Part 2)
Symposium continued from 19 SES 12
This paper is focusing on strategies to renew ethnographic micro- and classroom analysis and to rethink the traditions focus on discourse and teacher/student interaction (Bernstein 2001, Borgnakke 2013). In the suggested strategy for close up analysis two observed classroom situations are chosen as exemplary for the situation where IT-based strategies and blended learning already are implemented as the new routine. Next, they are analysed as ideal typical for the late modern classroom and modernized teaching and learning strategies. First part of the analysis refers to empirical material and observations done in fieldwork in Danish IT upper secondary schools during the 2000s. The second part refers to classroom observations in higher education done in fieldwork and case studies on University Campus during the 2010s. Empirical analysis draws on the tradition of critical classroom research. But at the same time the paper shows that we need to renew the critical view on basic organizational, communicative and interactional patterns and relations between teacher and student directed activities (Borgnakke 2007, 2012). Close up analysis shows the innovative patterns and the new centre: the computer, the Internet and the experienced use of it-tools and social media. Hereby, the analyses show the intended student oriented strategies with high level of student activities. At the same time the analysis shows new classroom routines provoke an overloaded schedule and an agenda loaded with shifting teacher student classrooms activities. Hereby ethnographic analysis is challenged to develop a strategy for integration of both organisational, discursive and interactional dimensions and shifts in perspective (Borgnakke 2010). Further, ethnographic analysis is challenged to cope with the dilemma between educational settings framing the innovative and student oriented learning context and the learning culture among peers – referring to life outside the classroom, and the conventional teacher directed interaction and communication referring to life inside the classroom.
Bernstein 2001, Borgnakke 2007, 2010, 2012, 2013.
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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