Normkritisk pedagogik i praktiken: en studie av projektet Uppdrag Ninjas pedagogiska strategier och dess effekter på deltagarna
(2014) PEDM22 20141Education
- Abstract
- This study is an analysis of norm critical pedagogy has been used in a pedagogic activity outside the formal, institutionalized education. The aim was to analyze how the implementation of norm critical pedagogy can be done and what effects it may have on those who participate in the educational activities. For four months, I followed the project Uppdrag Ninjas who are working with democracy, equality and human rights from a norm critical perspective. The two groups in the project, with young people aged between 13 and 19 years, were observed and seven young people from the groups were interviewed. An ethnographic method was used to fulfill the aim of the study.
A variety of teaching strategies were used in the project work. Possibility... (More) - This study is an analysis of norm critical pedagogy has been used in a pedagogic activity outside the formal, institutionalized education. The aim was to analyze how the implementation of norm critical pedagogy can be done and what effects it may have on those who participate in the educational activities. For four months, I followed the project Uppdrag Ninjas who are working with democracy, equality and human rights from a norm critical perspective. The two groups in the project, with young people aged between 13 and 19 years, were observed and seven young people from the groups were interviewed. An ethnographic method was used to fulfill the aim of the study.
A variety of teaching strategies were used in the project work. Possibility of discussions was one of the prominent educational strategies. This meant that the young people met with the leaders to discuss and illuminate thoughts and opinions on democracy, human rights and gender equality, or reflect in connection to practical activities the groups conducted. To discuss with each other the youth described as a major benefit of the project.
Participants described the project as a context in which they could draw inspiration, support and security. They were able to develop ideas and perspectives through dialogue and actions with others who shared their thoughts and interest. The project fulfilled an important role in the participants’ identity and knowledge creation because it gave them the opportunity to further develop their earlier worldviews. However, an even greater insights probably would have been achieved if the participants also reflected on their own positions, roles, and privileges.
This study has given a piece of the puzzle to understanding the implementation process and its effects, but much is still left to study. Schools and other educational contexts are places where social norms are created and where perceptions of norms and deviants lives on and transmits to new generations. Experiences and effects of norm critical pedagogy in formal education is still an unexplored field, and more studies are therefore needed in order to understand them. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4529985
- author
- Olovsson, Sofie LU
- supervisor
- organization
- course
- PEDM22 20141
- year
- 2014
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Normkritisk pedagogik, etnografisk studie, pedagogik, queer, normer, intervjustudie, deltagande observationer
- language
- Swedish
- id
- 4529985
- date added to LUP
- 2014-07-29 12:55:13
- date last changed
- 2014-09-04 08:37:03
@misc{4529985,
abstract = {{This study is an analysis of norm critical pedagogy has been used in a pedagogic activity outside the formal, institutionalized education. The aim was to analyze how the implementation of norm critical pedagogy can be done and what effects it may have on those who participate in the educational activities. For four months, I followed the project Uppdrag Ninjas who are working with democracy, equality and human rights from a norm critical perspective. The two groups in the project, with young people aged between 13 and 19 years, were observed and seven young people from the groups were interviewed. An ethnographic method was used to fulfill the aim of the study.
A variety of teaching strategies were used in the project work. Possibility of discussions was one of the prominent educational strategies. This meant that the young people met with the leaders to discuss and illuminate thoughts and opinions on democracy, human rights and gender equality, or reflect in connection to practical activities the groups conducted. To discuss with each other the youth described as a major benefit of the project.
Participants described the project as a context in which they could draw inspiration, support and security. They were able to develop ideas and perspectives through dialogue and actions with others who shared their thoughts and interest. The project fulfilled an important role in the participants’ identity and knowledge creation because it gave them the opportunity to further develop their earlier worldviews. However, an even greater insights probably would have been achieved if the participants also reflected on their own positions, roles, and privileges.
This study has given a piece of the puzzle to understanding the implementation process and its effects, but much is still left to study. Schools and other educational contexts are places where social norms are created and where perceptions of norms and deviants lives on and transmits to new generations. Experiences and effects of norm critical pedagogy in formal education is still an unexplored field, and more studies are therefore needed in order to understand them.}},
author = {{Olovsson, Sofie}},
language = {{swe}},
note = {{Student Paper}},
title = {{Normkritisk pedagogik i praktiken: en studie av projektet Uppdrag Ninjas pedagogiska strategier och dess effekter på deltagarna}},
year = {{2014}},
}