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

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.