Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2017, Cilt: 2 Sayı: 1, 1 - 16, 30.12.2017
https://doi.org/10.22596/erj2017.0201.1.16

Öz

Kaynakça

  • Aasebø, T. (2011). Anti-schoolness in context: The tension between the youth project and the qualification project. Social Psychology of Education, 14, 503-518. DOI: http://link.springer.com/article/10.1007/s11218-011-9153-3 Aasebø, T. S., Midtsundstad, J., & Willbergh, I. (2017). Teaching in the age of accountability: restrained by school culture?". Journal of Curriculum Studies, 49(3), 273-290. DOI: http://www.tandfonline.com/doi/full/10.1080/00220272.2015.1072249 Almgren, E. (2006). Att fostra demokrater: Om skolan i demokratin och demokratin i skola. Uppsala: Acta Universitatis Upsaliensis. Avery, G., Levy, S.A., & Simmons, A.M.M. (2013). Deliberating controversial public issues as part of civic education. The Social Studies, 104, 105-114. DOI: http://www.tandfonline.com/doi/pdf/10.1080/00377996.2012.691571 Biesta, G. J. J. (2011). Learning Democracy in School and Society: Education, Lifelong Learning, and the Politics of Citizenship. Rotterdam: Sense Publishers. Biesta, G., & Säfström, C.-A. (2001). Learning democracy in a world of difference. The School Field, 12(5/6), 61-72. Buckingham, D. (2000). After the death of childhood: Growing up in the age of electronic media. Cambridge, UK: Polity Press. Burr, V. (2003). Social constructionism. London: Routledge. Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Ekman, J. (2011). Skolan och medborgarskapandet. En kunskapsöversikt.Stockholm: Elanders. Englund, T. (2006). Deliberative communication: A pragmatist proposal. Journal of Curriculum Studies, 38(5), 503-520. DOI: http://www.tandfonline.com/doi/abs/10.1080/00220270600670775 Englund, T. (2013). Aktuella perspektiv på skolans medborgerliga skapande. In N. Hartsmar, & B. Liljefors-Persson (Eds.), Medborgerlig bildning: demokrati och inkludering för ett hållbart samhälle (pp. 35-64). Lund, Studentlitteratur. Eriksen, E. O., & Weigård, J. (1999). Kommunikativ handling og deliberativt demokrati: Jürgen Habermas’ teori om politikk og samfunn.Bergen: Fagbokforlaget. Evaldsson, A.-C., Lindblad, S., Sahlström, F., & Bergquist, K. (2001). Introduktion och forskningsöversikt. In S. Lindblad, F. Sahlström, & K.-G. Ahlström (Eds.), Interaktion i pedagogiska sammanhang (pp. 9-35). Stockholm: Liber. Fangen, K. ( 2010). Deltagende observasjon. Bergen: Fagbokforlaget. Fine, M. (1993). ‘You can’t say that the only ones who can speak are those who agree with your position’: Political discourses in the classsrom. Harvard Educational Review, 63 (4), 412-433.DOI: http://hepgjournals.org/doi/pdf/10.17763/haer.63.4.504mp416q4k30446 Fjellstad, R. (2011). Elevene og skolen. Norsk hovudrapport frå demokratiundersøkinga (pp. 97-124). Universitetet i Oslo/ILS. Retrieved from http://www.udir.no/globalassets/upload/rapporter/iccs-rapport/5/iccs-rapport.pdf Geboers, E., Geijsel, F., Admiraal, W., & ten Dam, G. (2013). Review of the effects of citizenship Education. Educational Research Review, 9, 158-173. DOI: http://www.sciencedirect.com/science/article/pii/S1747938X12000176 Grant, R.W. (1996). The Ethics of Talk: Classroom conversation and democratic politics. Teachers College Record, 97(3), 470-482. Gustavsson, B. (2001). Vidensfilosofi.Århus: Klim. Harber, C. (1997). International Developments and the Rise of Education for Democracy. Compare, 27(2), 179-191. DOI: http://www.tandfonline.com/doi/abs/10.1080/0305792970270205 Habermas, J. (1996). Between Facts and Norms: Contributions to a Discourse Theory of Law And Democracy. Cambridge, MA: MIT Press. Hernes, G. (1974): Om ulikhetens reproduksjon - hvilken rolle spiller skolen? In M. S. Mortensen (Ed.), I forskningens lys. 32 artikler om norsk forskning i går, i dag, i morgen. Oslo: NAVF. Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43(3), 325-356. DOI: http://www.tandfonline.com/doi/abs/10.1080/0305764X.2013.786024 Igland, M.-A., & Dysthe, O. (2001). Mikhail Bakhtin og sosiokulturell teori. In O. Dysthe (Ed.), Dialog, samspel og læring (pp. 107-127). Oslo: Abstrakt forlag. King, J. T. (2009). Teaching and Learning about Controversial Issues: Lessons from Northern Ireland. Theory & Research in Social Education, 37(2), 215-246. DOI:http://www.tandfonline.com/doi/abs/10.1080/00933104.2009.10473395 Klafki, W. (2001). Dannelsesteori og didaktik - nye studier. Århus: Forlaget Klim. Lieberkind, J. (2015). Democratic Experience and the Democratic Challenge: A Historical and Comparative Citizenship Education Study of Scandinavian Schools. Scandinavian Journal of Education, 59(6), 710-730. DOI: http://www.tandfonline.com/doi/abs/10.1080/00313831.2014.971862 Liljestrand. J. (2002). Klassrummet som diskussionsarena. Örebro Universitet: Örebro Studies in Education, 6. Meld. St. 20 (2015-2016). Fag- fornying - forståelse. En fornyelse av kunnskapsløftet. Oslo: Kunnskapsdepartementet. Oppenheim, A. (1975). Civic Education in Ten Countries. New York, NY: Wiley. Rubin, B. C. (2007). ‘Laboratories of democracy’. A Situated Perspective on Learning Social Studies in Detracted Classrooms. Theory & Research in Social Education, 1, 62-95. DOI: http://www.tandfonline.com/doi/abs/10.1080/00933104.2007.10473326 Samuelsson, M., & Bøyum, S. ( 2015). Education for deliberative democracy: Mapping the field. Utbildning & Demokrati, 24(1), 75-94. DOI: https://bora.uib.no/handle/1956/12487 Solhaug, T., & Børhaug, K. (2012). Skolen i demokratiet - demokratiet i skolen. Oslo: Universitetsforlaget. Stray, J.H. (2012). Demokratipedagogikk. In K.L. Berge, & J.H. Stray (Eds.), Demokratisk medborgerskap i skolen (pp. 17-33). Bergen: Fagbokforlaget Westbury, I. (2000). Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum? In Westbury, I., Hopmann, S. T., & Riquarts, K. (Eds.), Teaching as a reflective practice: German didaktik tradition (pp. 15-39). Mahwah, N.J.: L. Erlbaum Associates. Westheimer, J., & Kahne, J. (2004). What Kind of Citizen? The politics of education. The American Educational Research Journal, 41(2), 1-30.DOI:http://aer.sagepub.com/content/41/2/237 Ziehe, T. (1989). Kulturanalyser: Ungdom, utbildning, modernitet.Stockholm/Stehag: Symposium Bokförlag.

Classroom discussions: Possibilities and limitations for democratic classroom practices

Yıl 2017, Cilt: 2 Sayı: 1, 1 - 16, 30.12.2017
https://doi.org/10.22596/erj2017.0201.1.16

Öz

Are students offered
possibilities to experience democratic practice in classrooms? Using an
analysis of empirical data from classroom discussions in lower secondary
school, this article identifies and explores two different types of classroom discussions
which give students different positions: a conversation in which students are
positioned as ‘poll respondents’, and a more deliberative conversation which
positions students as learning debaters. The two forms of classroom discussions are discussed due to the way
they give
different
meaning to democracy, and due to whether the student positions in the
classrooms imply contribution to the subject matter and what is consideredvaluable
knowledge in school.




Kaynakça

  • Aasebø, T. (2011). Anti-schoolness in context: The tension between the youth project and the qualification project. Social Psychology of Education, 14, 503-518. DOI: http://link.springer.com/article/10.1007/s11218-011-9153-3 Aasebø, T. S., Midtsundstad, J., & Willbergh, I. (2017). Teaching in the age of accountability: restrained by school culture?". Journal of Curriculum Studies, 49(3), 273-290. DOI: http://www.tandfonline.com/doi/full/10.1080/00220272.2015.1072249 Almgren, E. (2006). Att fostra demokrater: Om skolan i demokratin och demokratin i skola. Uppsala: Acta Universitatis Upsaliensis. Avery, G., Levy, S.A., & Simmons, A.M.M. (2013). Deliberating controversial public issues as part of civic education. The Social Studies, 104, 105-114. DOI: http://www.tandfonline.com/doi/pdf/10.1080/00377996.2012.691571 Biesta, G. J. J. (2011). Learning Democracy in School and Society: Education, Lifelong Learning, and the Politics of Citizenship. Rotterdam: Sense Publishers. Biesta, G., & Säfström, C.-A. (2001). Learning democracy in a world of difference. The School Field, 12(5/6), 61-72. Buckingham, D. (2000). After the death of childhood: Growing up in the age of electronic media. Cambridge, UK: Polity Press. Burr, V. (2003). Social constructionism. London: Routledge. Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Ekman, J. (2011). Skolan och medborgarskapandet. En kunskapsöversikt.Stockholm: Elanders. Englund, T. (2006). Deliberative communication: A pragmatist proposal. Journal of Curriculum Studies, 38(5), 503-520. DOI: http://www.tandfonline.com/doi/abs/10.1080/00220270600670775 Englund, T. (2013). Aktuella perspektiv på skolans medborgerliga skapande. In N. Hartsmar, & B. Liljefors-Persson (Eds.), Medborgerlig bildning: demokrati och inkludering för ett hållbart samhälle (pp. 35-64). Lund, Studentlitteratur. Eriksen, E. O., & Weigård, J. (1999). Kommunikativ handling og deliberativt demokrati: Jürgen Habermas’ teori om politikk og samfunn.Bergen: Fagbokforlaget. Evaldsson, A.-C., Lindblad, S., Sahlström, F., & Bergquist, K. (2001). Introduktion och forskningsöversikt. In S. Lindblad, F. Sahlström, & K.-G. Ahlström (Eds.), Interaktion i pedagogiska sammanhang (pp. 9-35). Stockholm: Liber. Fangen, K. ( 2010). Deltagende observasjon. Bergen: Fagbokforlaget. Fine, M. (1993). ‘You can’t say that the only ones who can speak are those who agree with your position’: Political discourses in the classsrom. Harvard Educational Review, 63 (4), 412-433.DOI: http://hepgjournals.org/doi/pdf/10.17763/haer.63.4.504mp416q4k30446 Fjellstad, R. (2011). Elevene og skolen. Norsk hovudrapport frå demokratiundersøkinga (pp. 97-124). Universitetet i Oslo/ILS. Retrieved from http://www.udir.no/globalassets/upload/rapporter/iccs-rapport/5/iccs-rapport.pdf Geboers, E., Geijsel, F., Admiraal, W., & ten Dam, G. (2013). Review of the effects of citizenship Education. Educational Research Review, 9, 158-173. DOI: http://www.sciencedirect.com/science/article/pii/S1747938X12000176 Grant, R.W. (1996). The Ethics of Talk: Classroom conversation and democratic politics. Teachers College Record, 97(3), 470-482. Gustavsson, B. (2001). Vidensfilosofi.Århus: Klim. Harber, C. (1997). International Developments and the Rise of Education for Democracy. Compare, 27(2), 179-191. DOI: http://www.tandfonline.com/doi/abs/10.1080/0305792970270205 Habermas, J. (1996). Between Facts and Norms: Contributions to a Discourse Theory of Law And Democracy. Cambridge, MA: MIT Press. Hernes, G. (1974): Om ulikhetens reproduksjon - hvilken rolle spiller skolen? In M. S. Mortensen (Ed.), I forskningens lys. 32 artikler om norsk forskning i går, i dag, i morgen. Oslo: NAVF. Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43(3), 325-356. DOI: http://www.tandfonline.com/doi/abs/10.1080/0305764X.2013.786024 Igland, M.-A., & Dysthe, O. (2001). Mikhail Bakhtin og sosiokulturell teori. In O. Dysthe (Ed.), Dialog, samspel og læring (pp. 107-127). Oslo: Abstrakt forlag. King, J. T. (2009). Teaching and Learning about Controversial Issues: Lessons from Northern Ireland. Theory & Research in Social Education, 37(2), 215-246. DOI:http://www.tandfonline.com/doi/abs/10.1080/00933104.2009.10473395 Klafki, W. (2001). Dannelsesteori og didaktik - nye studier. Århus: Forlaget Klim. Lieberkind, J. (2015). Democratic Experience and the Democratic Challenge: A Historical and Comparative Citizenship Education Study of Scandinavian Schools. Scandinavian Journal of Education, 59(6), 710-730. DOI: http://www.tandfonline.com/doi/abs/10.1080/00313831.2014.971862 Liljestrand. J. (2002). Klassrummet som diskussionsarena. Örebro Universitet: Örebro Studies in Education, 6. Meld. St. 20 (2015-2016). Fag- fornying - forståelse. En fornyelse av kunnskapsløftet. Oslo: Kunnskapsdepartementet. Oppenheim, A. (1975). Civic Education in Ten Countries. New York, NY: Wiley. Rubin, B. C. (2007). ‘Laboratories of democracy’. A Situated Perspective on Learning Social Studies in Detracted Classrooms. Theory & Research in Social Education, 1, 62-95. DOI: http://www.tandfonline.com/doi/abs/10.1080/00933104.2007.10473326 Samuelsson, M., & Bøyum, S. ( 2015). Education for deliberative democracy: Mapping the field. Utbildning & Demokrati, 24(1), 75-94. DOI: https://bora.uib.no/handle/1956/12487 Solhaug, T., & Børhaug, K. (2012). Skolen i demokratiet - demokratiet i skolen. Oslo: Universitetsforlaget. Stray, J.H. (2012). Demokratipedagogikk. In K.L. Berge, & J.H. Stray (Eds.), Demokratisk medborgerskap i skolen (pp. 17-33). Bergen: Fagbokforlaget Westbury, I. (2000). Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum? In Westbury, I., Hopmann, S. T., & Riquarts, K. (Eds.), Teaching as a reflective practice: German didaktik tradition (pp. 15-39). Mahwah, N.J.: L. Erlbaum Associates. Westheimer, J., & Kahne, J. (2004). What Kind of Citizen? The politics of education. The American Educational Research Journal, 41(2), 1-30.DOI:http://aer.sagepub.com/content/41/2/237 Ziehe, T. (1989). Kulturanalyser: Ungdom, utbildning, modernitet.Stockholm/Stehag: Symposium Bokförlag.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Diğer ID In process of ERIC
Bölüm Makaleler
Yazarlar

Turid Skarre Aasebø

Yayımlanma Tarihi 30 Aralık 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 2 Sayı: 1

Kaynak Göster

APA Aasebø, T. S. (2017). Classroom discussions: Possibilities and limitations for democratic classroom practices. Education Reform Journal, 2(1), 1-16. https://doi.org/10.22596/erj2017.0201.1.16