Session Information
19 SES 14 A, The Importance of the Local when Analysing Pedagogic Institutions and Practices
Symposium
Contribution
Locality concerns here correspondences between marginal students’ learning activities and the teacher as leader of learning processes. Follow up studies of the new national curriculum in Norway shows remarkable big variations in how municipalities, schools and classes are ruled, how adapted education are comprehended, the organization of educational sequences and the dimensions of educational offer. In spite of regularly teacher cooperation within schools to secure as similar lessons as possible, the students’ learning results show significant differences. The most apparent ones are combined to class leadership and the teachers’ relations to the students and how relations are utilized in teaching. Based on a case study of vulnerable students’ school carrier I will explore the relation between teacher and student and focus on the creative space between them when it comes to learning outcome. According to a sociocultural framework, the analysis focus on some of the meeting points between the students and their teachers, based on their “utterances” (Bakhtin, 1981) in concrete educational situations. Choosing a social constructivist approach, I will explore connections between two different approaches to special education, a categorical and a relational, when it comes to the question of learning outcome.
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