What Impact Do Teachers and Other Educators' Collaboration Have on Students' Possibilities of Participation?

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

Abstract

The starting point of this research project is to study public schools as a social practice consisting of several sub-practices (Feldman 2003). Practice taking place in the classroom is thus a sub-practise, which is connected and interrelated to other sub-practices, e.g. practices taking place at different types of meetings. By examining different sub-practices, their relations and connections, it becomes possible to gain knowledge about how these various sub-practices contribute to produce and reproduce a situated social order, limiting students’ possibility to participate. Thus, inclusion is not a matter of specific actors' partial performance, but about the many different performances and negotiations that produce and reproduce a given social order across the school's various sub-practices.
OriginalsprogEngelsk
Publikationsdato5 apr. 2019
StatusUdgivet - 5 apr. 2019
BegivenhedAERA - American Educational Research Association - Toronto, Canada
Varighed: 5 apr. 20199 apr. 2019

Konference

KonferenceAERA - American Educational Research Association
LandCanada
ByToronto
Periode05/04/1909/04/19

Emneord

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