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Göteborgs universitets publikationer

Personalised learning as repressive tolerance: a comparative ethnographic analysis from research in three Swedish schools

Författare och institution:
Marianne Dovemark (Institutionen för pedagogik och specialpedagogik); Monica Johansson (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
Ethnography and Education, 11 ( 3 )
ISSN:
1745-7823
E-ISSN:
1745-7831
Publikationstyp:
Artikel, refereegranskad vetenskaplig
Publiceringsår:
2016
Språk:
engelska
Sammanfattning (abstract):
The idea of personalised learning is built upon a liberal tradition that values tolerance in enabling the process of human autonomy. In this article, we elaborate on this notion, its theoretical base and effects on the learning conditions of upper secondary school students. We draw upon data from three different studies of the Swedish upper secondary school. The aim of the article is to elaborate on values that are implemented and how these values affect how the notion of tolerance can be used as a tool to explore and explain the idea of personalised learning. For the purpose of analysis, we use parts of Kyle Moore and Walker's [2011. “Tolerance. A Concept Analysis.” The Journal of Theory Constructing & Testing 5 (2): 48–52] work. Our analysis shows that personalised learning was legitimised in our studied settings, but in its extension it did not benefit and challenge the ongoing learning and development of the students. In fact, tolerance appeared repressive and confirmed status quo.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
SAMHÄLLSVETENSKAP ->
Utbildningsvetenskap
SAMHÄLLSVETENSKAP ->
Utbildningsvetenskap ->
Pedagogik
SAMHÄLLSVETENSKAP ->
Utbildningsvetenskap ->
Pedagogiskt arbete
Nyckelord:
Personalised learning, tolerance, repressive, ethnography, upper secondary school
Postens nummer:
226316
Posten skapad:
2015-11-25 12:45
Posten ändrad:
2016-06-09 11:30

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