Children’s inclusion in school investigated as conflictual cooperation

TY - ABST

T1 - Children’s inclusion in school investigated as conflictual cooperation

AU - Kousholt, Dorte

PY - 2015

Y1 - 2015

N2 - This symposium will present a collaborative research project where the problematic of children’s inclusion in school is addressed as conflictual cooperation in social practice. Within a framework of a theoretical approach to social practice (Lave 2011, Axel 2002) and subjectivity (Holzkamp 2013, Dreier 2008) we address the problems related to children’s inclusion in school as complex, interrelated, and connected to organizational conditions, as well as to personal ways of taking part in social interplay. To develop knowledge about these entangled problems we have designed a collaborative research project with 4 interconnected projects about A: Children’s communities and Parental Collaboration, B: Teacher Professionalism, C: Administration and legislation, and D: School Leadership. With a joint analytical focus on conflictual cooperation we seek to develop knowledge about how processes related to children’s inclusion are constituted across contexts and formed by multiple perspectives, interest, and standpoints. We take departure in that disagreements and different perspectives are linked to different positions and different types of responsibilities and contributions that are differentiated in a complex practice structure (Højholt 2015). In that way the different parties involved in the education of children can be analyzed as connected through their involvement in common matters and concerns. The four papers in different ways addresses the theoretical and methodological challenge of creating knowledge about the relationship between structural conditions (e.g. conditions for family life, school reform, municipal policy and managerial responsibility) and the situated interplay and negotiations between specific persons (children, teachers, parents, and leaders in everyday practice).

AB - This symposium will present a collaborative research project where the problematic of children’s inclusion in school is addressed as conflictual cooperation in social practice. Within a framework of a theoretical approach to social practice (Lave 2011, Axel 2002) and subjectivity (Holzkamp 2013, Dreier 2008) we address the problems related to children’s inclusion in school as complex, interrelated, and connected to organizational conditions, as well as to personal ways of taking part in social interplay. To develop knowledge about these entangled problems we have designed a collaborative research project with 4 interconnected projects about A: Children’s communities and Parental Collaboration, B: Teacher Professionalism, C: Administration and legislation, and D: School Leadership. With a joint analytical focus on conflictual cooperation we seek to develop knowledge about how processes related to children’s inclusion are constituted across contexts and formed by multiple perspectives, interest, and standpoints. We take departure in that disagreements and different perspectives are linked to different positions and different types of responsibilities and contributions that are differentiated in a complex practice structure (Højholt 2015). In that way the different parties involved in the education of children can be analyzed as connected through their involvement in common matters and concerns. The four papers in different ways addresses the theoretical and methodological challenge of creating knowledge about the relationship between structural conditions (e.g. conditions for family life, school reform, municipal policy and managerial responsibility) and the situated interplay and negotiations between specific persons (children, teachers, parents, and leaders in everyday practice).

M3 - Conference abstract for conference

T2 - Resistance and renewal

Y2 - 26 June 2015 through 30 November 2015

ER -