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The meaning of soci...
Abstract
Ämnesord
Stäng
- The purpose of this paper is to analyse reasons underlying the neglect of social climate in education. It discusses the relevance of the concept of social climate in learning environments: presenting evidence of its effects; its importance in special needs and inclusive education; presenting existing differences between settings; discussing the contribution of social climate to teachers’ professional autonomy. The arguments support the view that social climate is an essential factor in educational processes and make incomprehensible the scarce attention reserved to it in educational policy, research and teacher programs. Indications of neglect in the Swedish context are presented. The resistance towards the concept of social climate is related to a) dualistic and hierarchic views; b) characteristics of bureaucratic systems; c) reductionist interpretations; d) difficulties in handling and evaluating social values and goals; e) post-modern criticism of scientific knowledge and psychology. Implications for counteracting reductive interpretations and meeting resistance and criticism are discussed.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- SAMHÄLLSVETENSKAP -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology (hsv//eng)
Nyckelord
- social climate
- learning environments
- educational research
- social climate
- learning environment
- interpersonal relationship
- teacher education
- SOCIAL SCIENCES
- SAMHÄLLSVETENSKAP
- Education
- Pedagogik
- Psychology
- Psykologi
- pedagogik
- Education
- specialpedagogik
- Special Education
- Psychology
- psykologi
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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