Literaturnachweis - Detailanzeige
| Autor/inn/en | Tanner, Marie; Prieto, Héctor Pérez |
|---|---|
| Titel | In between Self-Knowledge and School Demands: Policy Enacted in the Swedish Middle-Year Classroom |
| Quelle | In: Discourse: Studies in the Cultural Politics of Education, 35 (2014) 4, S.554-569 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0159-6306 |
| DOI | 10.1080/01596306.2013.871232 |
| Schlagwörter | Foreign Countries; Grade 5; Intermediate Grades; School Policy; Self Evaluation (Individuals); Educational Policy; Social Influences; Student Attitudes; Interaction; Teacher Student Relationship; Teacher Role; Student Role; Ethnography; Sweden |
| Abstract | In this article, we focus on the interaction in a Year 5 classroom where students fill in a "self-evaluation form" as a preparation for a forthcoming discussion on progress aiming at the production of an Individual Developmental Plan. Drawing on the theoretical concepts of fabrications and performativity, we understand this as an enactment of policy where both teacher and students become actors and subjects. From using document analysis together with conversation analysis as a methodological approach, we show how the "self-evaluation" in interaction becomes a successful exercise in fabrications as teacher and student negotiate conceptions of the ideal student in relation to self-knowledge and school demands. The article is an empirically grounded contribution to the understanding of how policies are interpreted and made into being by local actors in everyday practices, in this case teachers and students in schools. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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