Justice through Participation: Student Engagement in Nordic Classrooms

Autor/inn/en	Klette, Kirsti; Sahlström, Fritjof; Blikstad-Balas, Marte; Luoto, Jennifer; Tanner, Marie; Tengberg, Michael; Roe, Astrid; Slotte, Anna
Titel	Justice through Participation: Student Engagement in Nordic Classrooms
Quelle	In: Education Inquiry, 9 (2018) 1, S.57-77 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sahlström, Fritjof) ORCID (Blikstad-Balas, Marte) ORCID (Tanner, Marie) ORCID (Tengberg, Michael) ORCID (Slotte, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2018.1428036
Schlagwörter	Cross Cultural Studies; Teaching Methods; Video Technology; Foreign Countries; Equal Education; Classroom Communication; Learning Processes; Student Participation; Welfare Services; Social Systems; Learner Engagement; Justice; Mathematics Instruction; Secondary School Students; Laptop Computers; Handheld Devices; Telecommunications; Student Attitudes; Norway; Sweden; Finland + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Klassengespräch; Learning process; Lernprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fürsorgeeinrichtung; Social system; Soziales System; Gerechtigkeit; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Laptop computer; Laptop; Computer; Digitalrechner; Telekommunikationstechnik; Schülerverhalten; Norwegen; Schweden; Finnland
Abstract	In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01