The L1 subject in a world of increasing individualism. Democratic paradoxes in Norwegian L1 classrooms

Abstract

Ever since the 1930s when the Social Democrats took over, Norwegian public school has been based on a democratic metaphor of liberation. John Dewey´s ideas about pragmatism offered a way to think about a free individual associated with modernity. In this article we examine the L1 subject today and its didactical traditions in the still student-oriented, open and democratic Norwegian school. In this tradition the L1 subject, a humanistic and hermeneutic subject, has been closely related to "natural" interpretations of everyday life and to everyday discourses and understandings. As this subject is approached in modern, student-oriented schools and in contemporary individual-oriented cultures, learning difficulties commonly arise for a growing number of students. We present three qualitative studies that all show aspects of this same problem (Elf & Kaspersen (ed.) 2012;Skarstein, 2013;Penne, 2014). They reveal aspects of the same trend and can help explain the increasing social inequalities in Norwegian schools.

Constructivism in literature education: Introduction to the thematic binder

“…3) Should we conclude from this that constructivist teaching approaches are superior in principle? Penne and Skarstein (2015) reveal with three qualitative studies that in Scandinavian lower-secondary classrooms liberal, individual-oriented cultures can paradoxically lead to more inequality. While successful learners who know how to act as independent pupils seem to benefit from autonomy, learners without this precondition seem to fall even further behind in literary learning.…”

Learning subjects in school—being outsiders or insiders in the disciplinary discourses of mathematics and Language 1

“…In our data we see that, in order to be a successful student, you have to be open and curious, you have to listen to others and you must be persistent. This attitude to learning will gradually change or transform your language -your mediating language in the learning process -and develop literacy (Gee, 2012;Penne & Skarstein, 2015;Wertsch, 2002).…”

Introduction to Languages, Literatures, and Literacies. Re-searching paradoxes and negotiations in Scandinavian L1 subjects. A special issue Paradoxes and Negotiations in Scandinavian L1 Research in Languages, Literatures and Literacies

“…This freedom may, however, pose problems for weaker students. According to Penne's and Skarstein's (2015) analysis, one backdrop for this is L1's close relationship to our interpretation of everyday discourses and understandings. The closeness to everyday language and culture creates a learning environment that is particularly vulnerable to the identity constructions of less motivated contemporary students (i.e., their previously acquired experiences, affinities, likes, and dislikes).…”

“…Interpretation and hermeneutical understanding arise only when they include meta-thinking. Penne and Skarstein (2015) claim that these two characteristics are closely linked since one naturally leads to the other. Thus, drawing on Wertsch, Del Rio, and Alvarez (1995), they find that instead of assuming the individual alone is the agent of action, student identity should more accurately be understood as an "individual operating with mediational means."…”

“…While Penne and Skarstein (2015) discuss current L1 classroom practices and the weakening learning opportunities of less privileged students, Sigmund Ongstad's (2015) study provides a historical analysis of changes within Norwegian L1 curricula. "Competing Disciplinarities in Curricular L1.…”