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So I sat down with my mother: onnected orientation and pupil´s independence
Kristianstad University College, School of Teacher Education.
Kristianstad University College, School of Teacher Education.
Kristianstad University College, School of Teacher Education.
2009 (English)In: Education and technology for a better world: 9th IFIP TC 3 World Conference on Computers in Education, WCCE 2009, Bento Gonçalves, Brazil, July 27-31, 2009. Proceedings, Boston: Springer , 2009, p. 282-291Conference paper, Published paper (Refereed)
Abstract [en]

Swedish educational policy underlines the importance of independence. In this paper we use socio-cultural theory and Foucault to explain how pupils´ independency is transformed into something else in their work. Our results derive from analyses of filmed sessions and entries in the pupils´ logbooks. Our findings demonstrate that the pupils´ definitions of independence differ from those of the course plan in several aspects: i) the use of certain resources is not considered to show lack of independence, ii) doing things yourself is considered being most independent and iii) to follow instructions, even if this means violating your unique personal thought, is considered a prerequisite for passing/getting good grades and as such a necessary adaption to the school context, sooner than a sign of dependency. Consequently we argue that pupil independency should be regarded as a phenomenon chiseled out within a community of practice rather than a personal capacity.

Place, publisher, year, edition, pages
Boston: Springer , 2009. p. 282-291
Series
IFIP Advances in Information and Communication Technology, ISSN 1868-4238 ; 302
Keyword [en]
Independence, Project work, Foucault, Instructions, Community of practice
National Category
Pedagogy Social Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-5192DOI: 10.1007/978-3-642-03115-1_30ISBN: 978-3-642-03114-4 (print)OAI: oai:DiVA.org:hkr-5192DiVA, id: diva2:248728
Conference
IFIP TC 3 World Conference on Computers in Education
Available from: 2009-10-12 Created: 2009-10-08 Last updated: 2014-07-02Bibliographically approved
In thesis
1. Project work, independence and critical thinking
Open this publication in new window or tab >>Project work, independence and critical thinking
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis studies how students do projects in a Swedish upper secondaryschool. The students have to produce products and at the same time provethem self as independent in relation to the teachers, and negotiate therequirements of the project setting and the written instructions within thegroup. The study focuses on what comes out as problematic for the students,how they solve these dilemma situations and what resources are used in orderto do so.A choice was made only to analyse student group interaction in parts ofthe project process where the teachers were not physically present thus fillinga research gap.The empirical material was collected during three years in sex secondaryschool classes through filmed sessions of groups or pairs working with theirproject.Each of the four articles primarily focuses a special dilemma; structure,independence, instructions and critical thinking. By combining Goffman’sframe analysis with the concepts of risk and uncertainty from a Risk – societyperspective, issues related to what it means to do project work asindependent, critical 21st-century learner are illustrated and discussed.The choice to look only at situations in which students have to managewithout the aid of a physically present teacher illuminates several practicalconsequences like an unwillingness to go to the teacher and ask questions andan increased concentration on and interpretation of the written instructions. Adevelopment of Miller and Parlett’s (1974) discussion of student approach tocues are suggested. The concept of the cue choosing student are constructedin order to better respond to demands from an individualised interactionsociety. The study also emphasises how the students have to balance differentframeworks in order to be both authors and assessed students. Byimplementing a risk society perspective new ways of analysing andunderstanding independence and classroom interaction is suggested and arecontextualization of critical thinking proposed.

Place, publisher, year, edition, pages
Göteborg: Acta Universitatis Gothoburgensis, 2014. p. 216
Series
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 353
Keyword
project work, independence, individualisation, critical thinking, frame analysis, risk, uncertainty, Risk-society, Goffman
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-12138 (URN)978-91-7346-793-3 (ISBN)978-91-7346-793-0 (ISBN)
Public defence
2014-06-13, Aulan Högskolan Kristianstad (7:314), kristianstad, 09:19 (Swedish)
Opponent
Supervisors
Available from: 2014-07-02 Created: 2014-06-16 Last updated: 2016-04-01Bibliographically approved

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Svensson, Peter

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Citation style
  • apa
  • harvard1
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  • modern-language-association-8th-edition
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More styles
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
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