Justice through participation : student engagement in Nordic classrooms

Show full item record



Permalink

http://hdl.handle.net/10138/264645

Citation

Klette , K , Sahlström , F , Blikstad-Balas , M , Luoto , J , Tanner , M , Tengberg , M , Roe , A & Slotte , A 2018 , ' Justice through participation : student engagement in Nordic classrooms ' , Education Inquiry , vol. 9 , no. 1 , pp. 57-77 . https://doi.org/10.1080/20004508.2018.1428036

Title: Justice through participation : student engagement in Nordic classrooms
Author: Klette, Kirsti; Sahlström, Fritjof; Blikstad-Balas, Marte; Luoto, Jennifer; Tanner, Marie; Tengberg, Mikael; Roe, Astrid; Slotte, Anna
Contributor organization: Department of Education
Education of Education
Date: 2018
Language: eng
Number of pages: 21
Belongs to series: Education Inquiry
ISSN: 2000-4508
DOI: https://doi.org/10.1080/20004508.2018.1428036
URI: http://hdl.handle.net/10138/264645
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. situa- tions 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 chal- lenges 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 inher- ent 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.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
Subject: 516 Educational sciences
STUDENT ENGAGEMENT
student participation
classroom discourse
access to content
Peer reviewed: Yes
Rights: unspecified
Usage restriction: openAccess
Self-archived version: acceptedVersion


Files in this item

Total number of downloads: Loading...

Files Size Format View
Justice_through ... n_Nordic_classrooms_4_.pdf 2.379Mb PDF View/Open
Justice_through_participation.pdf 894.6Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record