Appropriating Roles and Relations of Power in Collaborative Learning

Autor/in	Ares, Nancy
Titel	Appropriating Roles and Relations of Power in Collaborative Learning
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 21 (2008) 2, S.99-121 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Power Structure; Cooperative Learning; Interpersonal Relationship; Teacher Student Relationship; Classroom Environment; Grade 6; Middle School Students; English Instruction; Role; Group Activities + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; English langauage lessons; Englischunterricht; Rollen; Gruppenaktivität
Abstract	Using situated social practice theories to investigate classroom interactions highlights the mutually constitutive nature of students' activity and classroom practices. Combined with examination of the circulation and techniques of power, students' appropriation of roles and redistribution of power is illuminated. In this case study, a teacher's hierarchical collaborative learning system spread rights to exercise power differentially among students. Analyses revealed the ways in which students appropriated that structure to construct a more egalitarian system, as well as the inherent tensions and contradictions that accompanied that appropriation. Their reproduction and transformation of roles and power in the collaborative learning system afforded opportunities to engage as active agents; to participate in the construction of knowledge, skills and practices; and to contribute meaningfully to the social and academic life of the classroom. The hope is to contribute to theory and practice in a way that addresses the complexity of collaborative learning and resists simplistic adoptions that may undermine student learning and agency. (Contains 2 tables and 5 notes.) (Author).
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/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10