Negotiation of Subjectivities and Intersubjectivities in the Classroom

Autor/inn/en	Morgade, Marta; Mendoza, Karmele
Titel	Negotiation of Subjectivities and Intersubjectivities in the Classroom
Quelle	In: Psychology in the Schools, 54 (2017) 10, S.1319-1327 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mendoza, Karmele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22075
Schlagwörter	Ethics; Epistemology; Audiovisual Communications; Workshops; Foreign Countries; Teacher Student Relationship; Interpersonal Relationship; Music Education; Personal Narratives; Secondary School Students; Photography; Audio Equipment; Video Technology; Participatory Research; Barriers; Communities of Practice; Teaching Methods; Spain + Suchen Sie Ihr Suchwort? Ethik; Erkenntnistheorie; Lernwerkstatt; Schulung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Musikerziehung; Erlebniserzählung; Sekundarschüler; Fotografie; Audio-CD; Forschungstätigkeit; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Spanien
Abstract	The purpose of this paper is to describe and analyze the presence of intersubjective asymmetries as an ethical, epistemological, and social challenge in a school. We explore various aspects of interaction between teacher, students, and researcher in school during a music room. A workshop of audiovisual narratives that has been made with teenagers in a Spain school with the aim that young people themselves documented their own musical practices through tools and narratives that are common outside of school (audio, photography, video, etc.). We based our work on the principles of participatory research, participants showed those meanings that they had music in their life, all aimed to all the work that serve to modify practices and musical activities at school that were taking place. Some of the obstacles found in workshop are described as barriers that relate to the processes of delegitimization of musical culture of youth reported previously and their knowledge in the school. This project began founding the presence of those intersubjective asymmetries as a challenge to constituting a community of practice and learning, where a pedagogical transformation was waited, new forms of teachers and students participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01