Abstract
The school as an institution for the education of future citizens is a central site for debate about how to develop a democratic society – and hence for social conflict. Many parties participate in making school what it is.
On one hand the school connects these different parties in a shared engagement to make good education for all children on the other hand the different parties are distributed into different tasks and concerns in relation to the school.
In this symposium, we have all worked with school problems seen from the involved parties’ different perspectives and the background for our common research project is analyses of the widespread displacement of problems between places and parties.
The involved parties (children, teachers, school leader, psychologist, parents) have different perspectives on school problems and discuss for instance whether a problem should be understood related to a child’s family life, a teacher’s competence, the social dynamics in the classroom etc.
In psychological investigations of the problems such conflicts are seldom involved explicitly – investigations often focus on pupils’ individual behavior, deficits or shortcomings. In this way, you could say that social problems - and disagreements about them - are displaced to individualized categories.
In previous research we have discussed how such categorizations of individual children imply different ways of understanding them and different social conditions for the children in the classroom. We have discussed such processes as situated inequality (Højholt, 2016).
In this symposium, we want to focus on the conflicts that at the same time seem to dominate these kind of processes in the school – and to disappear in the terminology about school problems.
We want to illustrate how these conflicts relate to societal conflicts about the school. To do so we analyze social situations in the school from different viewpoints through the different presentations you will meet today and Friday in two connected symposiums.
On one hand the school connects these different parties in a shared engagement to make good education for all children on the other hand the different parties are distributed into different tasks and concerns in relation to the school.
In this symposium, we have all worked with school problems seen from the involved parties’ different perspectives and the background for our common research project is analyses of the widespread displacement of problems between places and parties.
The involved parties (children, teachers, school leader, psychologist, parents) have different perspectives on school problems and discuss for instance whether a problem should be understood related to a child’s family life, a teacher’s competence, the social dynamics in the classroom etc.
In psychological investigations of the problems such conflicts are seldom involved explicitly – investigations often focus on pupils’ individual behavior, deficits or shortcomings. In this way, you could say that social problems - and disagreements about them - are displaced to individualized categories.
In previous research we have discussed how such categorizations of individual children imply different ways of understanding them and different social conditions for the children in the classroom. We have discussed such processes as situated inequality (Højholt, 2016).
In this symposium, we want to focus on the conflicts that at the same time seem to dominate these kind of processes in the school – and to disappear in the terminology about school problems.
We want to illustrate how these conflicts relate to societal conflicts about the school. To do so we analyze social situations in the school from different viewpoints through the different presentations you will meet today and Friday in two connected symposiums.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 2017 |
| Antal sider | 3 |
| Status | Udgivet - 2017 |
| Begivenhed | International Society for Theoretical Psychology, ISTP, Tokyo, 2017: 'The Ethos of Theorizing' - Tokyo, Japan Varighed: 21 aug. 2017 → 25 aug. 2017 |
Konference
| Konference | International Society for Theoretical Psychology, ISTP, Tokyo, 2017: 'The Ethos of Theorizing' |
|---|---|
| Land/Område | Japan |
| By | Tokyo |
| Periode | 21/08/2017 → 25/08/2017 |