Session Information
19 SES 14 A, The Importance of the Local when Analysing Pedagogic Institutions and Practices
Symposium
Contribution
The symposium aims to discuss the importance of ‘the local’, e.g. time and space, when analysing pedagogic institutions and practices. While it is almost impossible to provide a single universal definition for any concept, we found that it is possible to find working definition for practical purposes, once a theoretical perspective is identified. The objective of this symposium is both to try to discuss the theoretical concept of ‘the local’ and to contrast it with case studies tracing reciprocal dependencies between the local and transnational. Is it possible to ascertain modalities of entanglement between local and transnational/globalizing processes? The symposium is presented within the network Critical perspectives on Children, Young people, Welfare and Education which includes research concerned with ethnography in a Nordic context ("NordCrit").
Studies carried out in three Nordic countries, Finland, Norway and Sweden, will be highlighted in five paper presentations. Focus is on pupils/students and/or teachers at various school levels; from preschool class, primary school, secondary school to upper secondary school. The local in these papers refer to various national and international contexts, school settings in different regions (town/suburbs/rural areas), but also how the meaning of social class, gender, ethnicity might differ in these various contexts.
Lappalainen's ethnographic study focuses on how vocational students in the educational context of social and health care see their future in presumed internationalizing labour market. Her analysis is influenced by material and post structural feminist theories. Holm's and Odenbring's work also takes a point of departure in gender theories. Theoretically both studies take their starting-point in the assumption that gender relations vary with the context, which enables local gender regimes to develop. Holm has conducted her study among secondary school pupils (15-16 years old), whereas Odenbring's study focuses on six year olds in the preschool class. In Berg's presentation, locality is concerning correspondences between marginal students' learning activities and the teacher as leader of learning processes. She explores connections between two different approaches to special education, a categorical and a relational, when it comes to the question of learning outcome. The study is based on a qualitative case study of vulnerable students' school carrier and focuses on the relation between teacher and student. The aim of Steen-Olsen'sandGrude Eikseth's studyis to explore how different levels of management influence teachers' interest in doing development work. Their study is carried out as a R&D project where researchers and teachers cooperated for two years to develop new assessment practices in a city school in grade 1-5. The study is based on a qualitative case study of vulnerable students’ school carrier and focuses on the relation between teacher and student.
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