Mellom kunnskapsdiskurs og sosial diskurs: Ukeplaner som sjanger og vurderingspraksis

Abstract

Denne artikkelen undersøker ukeplanen slik den brukes og forstås i kommunikasjonen mellom skole og hjem i barneskolen i Norge. Vi ser ukeplanen som en type funksjonell sakprosa som er svært utbredt, og analyserer hvordan sjangeren ukeplan er utformet, hvilke funksjoner den fyller, og hvordan den posisjonerer barn og foresatte i forhold til skolens vurderingsarbeid. Analysen omfatter 34 ukeplaner samlet inn fra 12 skoler med spredning i geografi og klassetrinn. Ukeplanene er utpreget multimodale tekster, og utformingen analyseres i form av meningsklynger som danner mønstre av obligatoriske og valgfrie elementer. Basert på kritisk diskursanalyse undersøkes ukeplanen som en sjanger som gjør elever og foresatte til medansvarlige i skolens læringsarbeid. Analysen viser to delvis konkurrerende diskurser, en som handler om skolens kunnskapssyn og en sosial diskurs som handler om fellesskap og tilhørighet. På bakgrunn av en drøfting av forholdet mellom disse to slik de fremkommer i ukeplanene, diskuterer vi hvilke ideologiske føringer som ligger til grunn, og her viser vi først og fremst til New Public Management som styringsideologi. In this article we examine the weekly schedule as an important part of the communication practice between school and home arena in Norwegian primary school. We consider the weekly schedule a widespread type of functional nonfictional text, and analyse how this genre is formed, what functions it fills, and how it positions children and parents when it comes to assessment in school. The analysis consists of a total of 34 weekly schedules collected from 12 schools that are dispersed in geography and grades. These weekly schedules are distinctly multimodal texts, and the design is analysed on basis of clusters of meaning that forms patterns of obligatory and optional items. Based on critical discourse analysis the weekly schedule is examined as a genre that makes pupils and parents jointly responsible for learning outcomes and learning strategies in school. The analysis shows that the weekly schedules reflect two partly competing discourses; a discourse about the school´s understanding of knowledge, and a social discourse about fellowship and belonging. On basis of how these two discourses appear in the weekly schedules, we discuss the ideological context that influence the genre, above all New Public Management as management ideology.

Bildung: alive and allowed? A critical study of work plan practices in Norwegian schools

“…As our study demonstrates, a substantial proportion of work plans are purposively oriented. The discursive studies of Oldervik (2014) and Rambø and Tønnessen (2018) found similar results. Rambø and Tønnessen (2018, p. 31) conclude that the work plans reflect a 'neoliberal ideology of governance'.…”

“…Previously, researchers have examined how work plans are designed and used to make pupils self-regulated learners (Bergem & Dalland, 2010;Dalland & Klette, 2016;Olaussen, 2009;Skaalvik & Skaalvik, 2009). Scholars have also demonstrated that the language used in these plans can influence how pupils are discursively governed (Oldervik, 2014;Rambø & Tønnessen, 2018). Attentive to Foucault's theory of how teachers positively exercise power in schools and classrooms, Oldervik (2014) shows how work plan practices target pupils' mindsets through planning styles oriented towards individual learning processes and outcomes.…”

“…Attentive to Foucault's theory of how teachers positively exercise power in schools and classrooms, Oldervik (2014) shows how work plan practices target pupils' mindsets through planning styles oriented towards individual learning processes and outcomes. Moreover, Rambø and Tønnessen (2018) look at how work plans configure social contracts that steer both pupils' and parents' involvement in schools. While the former studies deploy analytical strategies inspired by Foucault and Fairclough, ours examines work plans through a system-theoretical lens as articulations of curriculum practice and of how teachers plan pupils' activities in schools.…”