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Control and agency in comprehensive schools: A cross-cultural perspective of democratic schooling in Finland and Korea
University of Turku.
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
2019 (Engelska)Ingår i: NERA 2019, 6-8 March, 2019, Uppsala, Sweden: Education in a globalized world, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Drawing on a cross-cultural qualitative study in Finnish and Korean comprehensive schools, we explore how student agency is controlled or manifested in ordinary school scenes and how students reflect their experiences on control and agency. Focusing on teaching-learning practices, student-teacher interactions in daily routines and students’ movements in physical and virtual spaces, we aim to understand how power relations and control indwelling everyday school practices are connected to the issue of the school life of students as democratic citizens.

We utilised an analytical differentiation of the ‘official’, ‘informal’ and ‘physical’ schools (Gordon, Holland and Lahelma, 2000) to analyse the inherent complexity in everyday school life. We also employed Bernstein’s (1996) concepts of classification and framing as the theoretical lens with which to examine relationships between students and teachers and the school system as an institution which has boundaries and hierarchies within it.

The analysis draws on qualitative data produced through fieldwork in two comprehensive schools in southern Finland, and in two primary schools and two middle schools in Seoul, Korea. The data consist of field notes generated through observations and interviews with students and their class teachers. The process of analysis was inspired by a cross-cultural qualitative approach (Lahelma and Gordon, 2010) that combines and relates data from both countries to enhance a theoretical understanding of analogical incidents through the analysis of various cultural contexts and to challenge taken-for-granted familiarity indwelling in the schooling of each national context.

The findings indicate that student agency was controlled and encouraged by varying pedagogic practices that embedded differing understandings on the roles of teachers and students. Students sought to increase their agency and hoped to find the balance between their agency and control, also revealing paradoxical preferences on the limitation of their agency. However, to sum up, student agency was extensively limited, and strong classification appeared throughout school life. Student agency was restricted the most in teaching-learning practices; teacher control in daily routines appeared differently in relation with the roles of teachers in each sociocultural context; and student agency was limited both in real and virtual space.

Lastly, our analyses of control, agency and classification of and among school members and systems lead this article to the discussion of democratic schooling from a cross-cultural perspective. Learning from Nordic school ethnographies and cross-cultural research, we expect that our discussions between Finnish and Korean contexts could provide interesting implications to the research field by connecting individualistic/collectivistic culture and educational welfare systems with student agency

Ort, förlag, år, upplaga, sidor
2019.
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-156821OAI: oai:DiVA.org:umu-156821DiVA, id: diva2:1292449
Konferens
NERA
Tillgänglig från: 2019-02-28 Skapad: 2019-02-28 Senast uppdaterad: 2019-03-06Bibliografiskt granskad

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https://www.nera2019.com/wp-content/uploads/sites/36/2019/03/abstract-book-nera-2019-03-06.pdf

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Rönnlund, Maria

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