Classroom discussions: Possibilities and limitations for democratic classroom practices

Year 2017, , 1 - 16, 30.12.2017

Turid Skarre Aasebø

https://doi.org/10.22596/erj2017.0201.1.16

Abstract

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 givedifferent
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.

Keywords

democracy, student position, classroom discussion, deliberativecommunication

References

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