NERA 2018

Beskrivelse

How do timetables perform pedagogues?

Research topic/aim
In 2013/2014 a major reform of the Danish school system took place. A key component of the reform was to institutionalize pedagogues as part of the teaching staff in primary schools. Teaching had hitherto been the sole domain of teachers. The aim of this paper is to explore situated effects of the institutionalization of pedagogues as teaching staff in primary schools, through empirical explorations of the boundary work of timetables. We ask: How do post-reform timetables perform pedagogues?
Theoretical framework
As mundane artifact, timetables seem innocent. They are schedules that let you know when and where something, between someone, happens. In this paper however, we are inspired by post-ANT and Agential Realism, in considering the intra-active and distributed agency of things. This consideration affords a perspective that focuses on the performative matters in and of schools. In this paper we thus explore agencies of timetables, as they perform pedagogues through material-discursive boundary-work (Barad 2007, Mol, 2002).
Methodological design
To explore the performative effects of timetables, we will, inspired by visual anthropology (Pink, 2008) do what we call: “Timetable-fieldwork”, at three different schools. “Timetable-fieldwork” structures educational ethnography around the logic of timetables, and combines participant observation of school-weeks, and interviews with pedagogues, teachers, managers and pupils. The ethnography is structured around the artifact of the pupils’ timetables, and how these produce and distribute practices in time and space. The aim is to explore how timetables afford different performative effects on the becoming of pedagogues as teaching staff in school, through boundary-drawing processes.
The interviews and observations will be read diffractively, in order to manifest co-existing versions of pedagogues that these timetables perform (Mol, 2012, Sauzet, 2015).
Expected conclusions/findings
Through the analysis of the performative effects of timetables, we expect to be able to outline performances of the boundary drawing processes through which pedagogues come to be in schools. From our “Timetable-fieldwork”, we diffract different versions of pedagogues. Versions of pedagogues between which tensions vibrate. Tensions that emerged alongside the educational reform in Denmark.
Relevance to Nordic educational research
This paper relates to the NERA network 22 on “Post approaches to education”, as it continues and build on the growing Nordic interest in exploring how human-and-nonhuman agencies intra-act in the production and performance of educational realities.

Literature Barad, K. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning Duke University Press.
Mol, A. (2012). Layers or Versions? Human Bodies and the Love of Bitterness. Routledge Handbook of Body Studies. B. S. Turner. London, Routledge: 119-159.
Pink, S. (2008). "Mobilising Visual Ethnography: Making Routes, Making Place and Making Images." Forum: Qualitative Social Research 9(3).
Sauzet, S. (2015). Versioner. Diffraktive analyser af tværprofessionalismens tilblivelse som fænomen i professionshøjskolen. Ph.d.-dissertation, Aarhus University. DPU. 

Periode	8 mar. 2018 → 10 mar. 2018
Begivenhedstype	Konference
Konferencenummer	46
Placering	Oslo, NorgeVis på kort
Grad af anerkendelse	International