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Norm critical pedagogy in the second language classroom

Edvinsson, Camilla LU and Hammarström, Sofia LU (2017) ÄENM92 20171
Educational Sciences
English Studies
Abstract
English as a second language (ESL) classrooms in Sweden constitute multicultural and social platforms where different language backgrounds and attitudes meet and where norms intersect, are contested and negotiated, creating possibilities for some, but limitations for others. The Swedish National Agency for Education promotes norm critical pedagogy (NCP) as a means to tackle degrading treatment and prevent discrimination in school and in society. NCP posits that restrictive norms, such as heteronormativity, can be challenged in school settings if they are made visible. How teachers approach norms in their classrooms depends on their own awareness of and attitudes to norms. In addition, teachers can feel hesitant to address norm-related... (More)
English as a second language (ESL) classrooms in Sweden constitute multicultural and social platforms where different language backgrounds and attitudes meet and where norms intersect, are contested and negotiated, creating possibilities for some, but limitations for others. The Swedish National Agency for Education promotes norm critical pedagogy (NCP) as a means to tackle degrading treatment and prevent discrimination in school and in society. NCP posits that restrictive norms, such as heteronormativity, can be challenged in school settings if they are made visible. How teachers approach norms in their classrooms depends on their own awareness of and attitudes to norms. In addition, teachers can feel hesitant to address norm-related issues. Since NCP is a relatively new approach making its way on the Swedish educational arena, promoters of NCP stress the need for more research documenting norm critical teaching practices, especially on how NCP can be approached in specific school subjects, such as ESL. By examining educational steering documents and teacher interviews through discourse analysis and descriptive coding, this qualitative case study yields an insight into the way in which certified ESL teachers might regard and approach norms in the classroom. The results of this study suggest that teachers of ESL can approach norms in a number of ways: by interpreting norm critical pedagogy, solving conflicts and drawing on teachable moments, choosing material, negotiating classroom norms and by learning from reflection. Additionally, this study points to the need for more research such as on successful strategies for implementing NCP in school curricula. (Less)
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author
Edvinsson, Camilla LU and Hammarström, Sofia LU
supervisor
organization
alternative title
A case study of three Swedish upper secondary teachers' attitudes and approaches to norms in their English teaching
course
ÄENM92 20171
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
educational steering documents, discourse analysis, degrading treatment, ESL, educational policy, norm critical pedagogy, anti-oppressive education
language
English
id
8921870
date added to LUP
2017-08-02 10:03:18
date last changed
2017-08-02 10:03:18
@misc{8921870,
  abstract     = {English as a second language (ESL) classrooms in Sweden constitute multicultural and social platforms where different language backgrounds and attitudes meet and where norms intersect, are contested and negotiated, creating possibilities for some, but limitations for others. The Swedish National Agency for Education promotes norm critical pedagogy (NCP) as a means to tackle degrading treatment and prevent discrimination in school and in society. NCP posits that restrictive norms, such as heteronormativity, can be challenged in school settings if they are made visible. How teachers approach norms in their classrooms depends on their own awareness of and attitudes to norms. In addition, teachers can feel hesitant to address norm-related issues. Since NCP is a relatively new approach making its way on the Swedish educational arena, promoters of NCP stress the need for more research documenting norm critical teaching practices, especially on how NCP can be approached in specific school subjects, such as ESL. By examining educational steering documents and teacher interviews through discourse analysis and descriptive coding, this qualitative case study yields an insight into the way in which certified ESL teachers might regard and approach norms in the classroom. The results of this study suggest that teachers of ESL can approach norms in a number of ways: by interpreting norm critical pedagogy, solving conflicts and drawing on teachable moments, choosing material, negotiating classroom norms and by learning from reflection. Additionally, this study points to the need for more research such as on successful strategies for implementing NCP in school curricula.},
  author       = {Edvinsson, Camilla and Hammarström, Sofia},
  keyword      = {educational steering documents,discourse analysis,degrading treatment,ESL,educational policy,norm critical pedagogy,anti-oppressive education},
  language     = {eng},
  note         = {Student Paper},
  title        = {Norm critical pedagogy in the second language classroom},
  year         = {2017},
}