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Knowledge and power in the technology classroom: a framework for studying teachers and students in action
Uppsala University.
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. (UmSER)
Uppsala University.
2018 (engelsk)Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 1, s. 163-184Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.

sted, utgiver, år, opplag, sider
Springer, 2018. Vol. 13, nr 1, s. 163-184
Emneord [en]
Power relations, Secondary science education, Classroom interaction, Pragmatism
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-133863DOI: 10.1007/s11422-016-9782-0OAI: oai:DiVA.org:umu-133863DiVA, id: diva2:1089464
Prosjekter
Kunskapens makt: Hur lärare möjliggör elevers deltagande och kunskapande i NO- och teknikklassrum (VR-UVK)
Forskningsfinansiär
Swedish Research Council, 261404801Tilgjengelig fra: 2017-04-19 Laget: 2017-04-19 Sist oppdatert: 2019-02-20bibliografisk kontrollert

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Berge, Maria

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