6533b859fe1ef96bd12b6fbb
RESEARCH PRODUCT
Classroom discussions: Possibilities and limitations for democratic classroom practices
Turid Skarre Aasebøsubject
student positionlcsh:LC8-6691Empirical datademocracylcsh:Special aspects of educationclassroom discussionmedia_common.quotation_subjectdemocracystudent positionclassroom discussiondeliberativecommunicationdeliberative communicationDemocracySubject matterSocialPedagogyComputingMilieux_COMPUTERSANDEDUCATIONConversationMeaning (existential)SociologySosyalmedia_commondescription
Are students offered possibilities to experience democratic practice in classrooms? Using an analysis of empirical data from classroom discussions in lower secondary school, this article identifies and explores two different types of classroom discussions which give students different positions: a conversation in which students are positioned as ‘poll respondents’, and a more deliberative conversation which positions students as learning debaters. The two forms of classroom discussions are discussed due to the way they give different meaning to democracy, and due to whether the student positions in the classrooms imply contribution to the subject matter and what is considered valuable knowledge in school.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-07-01 | Education Reform Journal |