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Does social justice count?: 'Lived democracy' in mathematics classes in diverse Swedish upper secondary programmes
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.ORCID-id: 0000-0003-3910-0319
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.ORCID-id: 0000-0002-3737-3244
2017 (Engelska)Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, nr 2, s. 216-234Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article analyses what students attending four Swedish upper secondary school programmes with different social class profiles tried and wanted to influence in relation to mathematics teachers' pedagogic practice and responses during the year 2008/9. The theoretical framework is based on Bernstein's theories regarding power and control. The analyses draw on ethnographic observations of classes taking the Natural Science and Social Science academic programmes, and the Vehicle and Child & Recreation vocational programmes, at two Swedish upper secondary schools. Students attending different programmes tried to influence the teaching. However, what the students taking the academic and vocational programmes were able to influence considerably differed. Generally the vocational students exerted influence more successfully when they wanted to reduce the pace and difficulty of teaching, than when they wished to get more out of their education, while the opposite applied to the academic, especially Natural Science, students. Thus, the power relations reflected the programmes' social class profiles and the students' expected positions in society, despite policies at the time to promote democracy and reduce social reproduction in education. The findings support the importance of analysing not only students' voices, but also their voices in relation to the pedagogic practice they encounter.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2017. Vol. 49, nr 2, s. 216-234
Nyckelord [en]
Student participation, teacher response, vocational education, social stratification
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-114680DOI: 10.1080/00220272.2016.1138326ISI: 000395626400006OAI: oai:DiVA.org:umu-114680DiVA, id: diva2:897513
Forskningsfinansiär
Vetenskapsrådet, Dnr 2006-23855-40762-27.Tillgänglig från: 2016-01-25 Skapad: 2016-01-25 Senast uppdaterad: 2018-06-07Bibliografiskt granskad

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Hjelmér, CarinaRosvall, Per-Åke

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