Klassrummets moraliska ordning : iscensättningen av lärare och elever som subjekt för ansvarsdiskursen i klassrummet
(2002) In Studia psychologica et paedagogica- Abstract
- The perspective of this dissertation is grounded in the ideas and concepts of Michel Foucault. In analy-sing our empirical material we used his notions of discourse and discoursive practice, power, govern-mentality and subjectification. We were also inspired by Thomas Popkewitz, Jennifer Gore and Nicolas Rose. The aim of this dissertation is to elucidate how teachers and students are constructed as moral and ethi-cal subjects. It is our intention to bring into sight the moral order of classrooms, exemplified through the concept of responsibility. We used participant observations, in-depth interviews and governmental committees’ reports to answer our research questions. The study was carried out in six Swedish schools, grades 5-11, where... (More)
- The perspective of this dissertation is grounded in the ideas and concepts of Michel Foucault. In analy-sing our empirical material we used his notions of discourse and discoursive practice, power, govern-mentality and subjectification. We were also inspired by Thomas Popkewitz, Jennifer Gore and Nicolas Rose. The aim of this dissertation is to elucidate how teachers and students are constructed as moral and ethi-cal subjects. It is our intention to bring into sight the moral order of classrooms, exemplified through the concept of responsibility. We used participant observations, in-depth interviews and governmental committees’ reports to answer our research questions. The study was carried out in six Swedish schools, grades 5-11, where lessons were videotaped. When asked about the meaning of responsibility teachers and students spoke of order, social functioning and self formation. Teachers said that the construction of responsibility is dependent upon the atmosphere in the classroom, and that it may require training, but some saw it as inherent in human nature or con-structed by students themselves. According to students, understanding, interest and fun facilitate their assumption of responsibility. Power relations in action were analyzed from the videotapes. The power techniques we called Invitation and Normalizing judgements were crucial for the construction of the responsibility governed by the self. Teachers were confronted with their own classroom practices by means of stimulated recall episodes. Our analysis focused on the rules and standards by which the meaning of teachers’ work was construc-ted. References to psychological conceptions were frequent, populational reasoning occurred, and histo-rical assignments were inscribed in the ways in which they spoke about their roles. Our results display three different discourses on responsibility: a behavioristic, a naturalistic and a hu-manistic discourse. There are traces of a behavioristic discourse at the macro level in government rep-orts written in the 1970s but the naturalistic discourse is predominant during that period. In reports written in the 1990s the humanistic discourse is central. (Less)
- Abstract (Swedish)
- Popular Abstract in Swedish
Syftet med avhandlingen är att belysa hur det går till när lärare och elever görs till moraliska och etiska individer i klassrummet. Vi vill visa detta utifrån begreppet ansvar. Vi har observe-rat lektioner och intervjuat lärare och elever för att få reda på hur man talar om ansvar och hur man går tillväga för att skapa ansvariga individer. Vi har också studerat offentliga utredningar för att få svar på vilken inställning till ansvar som förs fram i sådana texter. Studien har ge-nomförts i sex svenska skolor (skolår 5-11), där lektioner spelats in med videokameror. Lärare talar om ordningsaspekter, sociala aspekter och självaspekter när de talar om ansvar. Enligt eleverna är ansvarstagande... (More) - Popular Abstract in Swedish
Syftet med avhandlingen är att belysa hur det går till när lärare och elever görs till moraliska och etiska individer i klassrummet. Vi vill visa detta utifrån begreppet ansvar. Vi har observe-rat lektioner och intervjuat lärare och elever för att få reda på hur man talar om ansvar och hur man går tillväga för att skapa ansvariga individer. Vi har också studerat offentliga utredningar för att få svar på vilken inställning till ansvar som förs fram i sådana texter. Studien har ge-nomförts i sex svenska skolor (skolår 5-11), där lektioner spelats in med videokameror. Lärare talar om ordningsaspekter, sociala aspekter och självaspekter när de talar om ansvar. Enligt eleverna är ansvarstagande beroende av om man förstår innehållet i verksamheten, om man är intresserad eller om man tycker det är roligt. Utifrån videobanden har pågående maktrelatio-ner analyserats där åtta olika makttekniker kunde beskrivas. Lärare konfronterades med sin egen klassrumspraktik genom att de fick se episoder från inspelat material. Dessa episoder kommenteras ofta utifrån psykologiska eller statistiska utgångspunkter. Våra resultat pekar på tre olika vägar för att skapa ansvar. En väg koncentrerar sig på att forma det yttre beteendet hos andra, en annan utgår ifrån att ansvar finns naturligt hos människan och en tredje betonar att individen själv skapar sig till en ansvarig person. Den första vägen fanns det antydningar om i dokument från 1970-talet men den andra vägen dominerade dessa dokument. Den tredje vägen syns tydligast i dokument från 1990-talet. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/20867
- author
- Permer, Lars Göran LU
- supervisor
- opponent
-
- Petersson, Kenneth, Linköpings universitet/Campus Norrköping, Institutionen för tematisk utbildning och forskning
- organization
- alternative title
- The moral order of classrooms. The construction of teachers and students as subjects of discourse of responsibility in classrooms.
- publishing date
- 2002
- type
- Thesis
- publication status
- published
- subject
- keywords
- Pedagogik, Pedagogy and didactics, freedom, Foucault, governmentality, classroom, discourse, subjectivation, subject, Responsibility, power relation, didaktik
- in
- Studia psychologica et paedagogica
- pages
- 349 pages
- publisher
- Lars Göran Permer, Karin Permer, Inst för beteendevetenskap, Högskolan, Kristianstad,
- defense location
- Aulan, hus 7 Högskolan Kristianstad
- defense date
- 2002-11-15 10:15:00
- external identifiers
-
- other:ISRN: LUSDAG/ (SAPP-1091) 1-349 (2002)
- ISSN
- 0346-5926
- ISBN
- 91-88810-30-5
- language
- Swedish
- LU publication?
- yes
- id
- 25cc0cbb-ae6a-49e5-a18b-64228c5a1390 (old id 20867)
- date added to LUP
- 2016-04-01 16:58:30
- date last changed
- 2019-05-23 16:41:03
@phdthesis{25cc0cbb-ae6a-49e5-a18b-64228c5a1390,
abstract = {{The perspective of this dissertation is grounded in the ideas and concepts of Michel Foucault. In analy-sing our empirical material we used his notions of discourse and discoursive practice, power, govern-mentality and subjectification. We were also inspired by Thomas Popkewitz, Jennifer Gore and Nicolas Rose. The aim of this dissertation is to elucidate how teachers and students are constructed as moral and ethi-cal subjects. It is our intention to bring into sight the moral order of classrooms, exemplified through the concept of responsibility. We used participant observations, in-depth interviews and governmental committees’ reports to answer our research questions. The study was carried out in six Swedish schools, grades 5-11, where lessons were videotaped. When asked about the meaning of responsibility teachers and students spoke of order, social functioning and self formation. Teachers said that the construction of responsibility is dependent upon the atmosphere in the classroom, and that it may require training, but some saw it as inherent in human nature or con-structed by students themselves. According to students, understanding, interest and fun facilitate their assumption of responsibility. Power relations in action were analyzed from the videotapes. The power techniques we called Invitation and Normalizing judgements were crucial for the construction of the responsibility governed by the self. Teachers were confronted with their own classroom practices by means of stimulated recall episodes. Our analysis focused on the rules and standards by which the meaning of teachers’ work was construc-ted. References to psychological conceptions were frequent, populational reasoning occurred, and histo-rical assignments were inscribed in the ways in which they spoke about their roles. Our results display three different discourses on responsibility: a behavioristic, a naturalistic and a hu-manistic discourse. There are traces of a behavioristic discourse at the macro level in government rep-orts written in the 1970s but the naturalistic discourse is predominant during that period. In reports written in the 1990s the humanistic discourse is central.}},
author = {{Permer, Lars Göran}},
isbn = {{91-88810-30-5}},
issn = {{0346-5926}},
keywords = {{Pedagogik; Pedagogy and didactics; freedom; Foucault; governmentality; classroom; discourse; subjectivation; subject; Responsibility; power relation; didaktik}},
language = {{swe}},
publisher = {{Lars Göran Permer, Karin Permer, Inst för beteendevetenskap, Högskolan, Kristianstad,}},
school = {{Lund University}},
series = {{Studia psychologica et paedagogica}},
title = {{Klassrummets moraliska ordning : iscensättningen av lärare och elever som subjekt för ansvarsdiskursen i klassrummet}},
year = {{2002}},
}