Att "nollställa bakgrunder" för en effektiv skola

Schwartz, Anneli

doi:10.48059/uod.v19i1.920

Cited by 6 publications

(3 citation statements)

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“…Rather, schools as institutions depict a certain imbalance between structure and agency and can both restrain agency or contain spaces of possibility for pupils as social actors who cooperate with others in both the conservation and the updating of tradition. [2] Mick's results thus demonstrate an interplay between structure and agency in children's practices to suggest 'how children interactively contribute to the joint re-/co-/construction of a fertile learning environment and to their individual and collective identity constitution as learners and social actors, through the individual use of institutionally promoted tools' at times against the will of those normally (or normatively) seen as being in control of education situations and in their own self-understood best interests (Schwartz, 2010). As Mick puts it, because the documenting of children's social practices in ethnography contains such specific, detailed and extensive attention to detail, it allows for investigating possibilities of change within the institution that actually run against the grain of an initial theory or idea.…”

Section: Rethinking the Structure-agency Dualismmentioning

confidence: 84%

On Structure and Agency in Ethnographies of Education: Examples from This Special Issue and More Generally

Beach

2011

European Educational Research Journal

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The articles in this collection are about the development, possibility, exercise and possible frustration of human agency within educational exchanges. They are also all based on ethnography, which is now a common approach to educational research. Ethnography is not a seamless, neutral observational practice but is instead variable in relation to theoretical perspectives and methodological application. However, central to all approaches is an emphasis on an active and creative citizen and an assumption that there is a dialectical relationship between human social practices, human consciousness and social structures. The similarities and differences within education ethnography are apparent even in the articles present here and in the ways in which they depict, define and describe agency in this special issue.

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Section: Rethinking the Structure-agency Dualismmentioning

confidence: 84%

On Structure and Agency in Ethnographies of Education: Examples from This Special Issue and More Generally

Beach

2011

European Educational Research Journal

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“…For these young men, schools constitute a barrier for integration and they are no longer seen as arenas where they can develop self-respect, knowledge, and an understanding of the time in which they live. They provide the youngsters attending them with educational grades so far below national averages that these grades will result in difficulties for their eventual continuation through the school system and into higher education and stable, well-paid work (Beach & Sernhede, 2011;Schwartz, 2010).…”

Section: Urban Education 47(5)mentioning

confidence: 99%

Learning Processes and Social Mobilization in a Swedish Metropolitan Hip-Hop Collective

Beach

Sernhede

2012

Urban Education

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Based on ethnographic research on the encounter between local culture and schools in multicultural suburban areas, this article explores possibilities suggested by autonomous learning activities in a hip-hop collective that may have a potential to break urban segregation patterns. The collective's artistic production raises questions that have not been answered in schools, such as how the increasing class divisions between different parts of the urban landscape should be understood and dealt with. Different types of learning are identified connected to the self, others, and careers. Implications for schooling are briefly discussed.

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“…It has enabled a certain consistency in everyday work routines. Homework and tests are common and every lesson follows the same structure (Schwartz, 2010).The pedagogy embodies strongly classified and framed curricula in the sense of Bernstein (1990) and a highly individuated educational approach involving strong discipline and clear control.…”

Section: Monroe Pedagogy In Riverdalementioning

confidence: 99%

Pupil Responses to a Saviour Pedagogy: An Ethnographic Study

Schwartz

2012

European Educational Research Journal

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This article is based on research in an ongoing ethnographic investigation of schooling in a multiethnic, multiracial school on the outskirts of a major Swedish conurbation in an area of multidimensional poverty. First, it analyses the use of an individuating, visible pedagogy, which contains a large number of routines that are designed and intended to improve the performances and behaviour of pupils in the school. Secondly, it analyses the subjective responses of the pupils to this pedagogy. Hidden forms of resistance to the main intentions of the pedagogy are presented and discussed.

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Att "nollställa bakgrunder" för en effektiv skola

Cited by 6 publications

References 0 publications

On Structure and Agency in Ethnographies of Education: Examples from This Special Issue and More Generally

On Structure and Agency in Ethnographies of Education: Examples from This Special Issue and More Generally

Learning Processes and Social Mobilization in a Swedish Metropolitan Hip-Hop Collective

Pupil Responses to a Saviour Pedagogy: An Ethnographic Study

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