SwePub - search: id:"swepub:oai:DiVA.org:umu-16...

Enumeration	Reference	Cover	Find
1.	Wester, Maria, 1960- (author) "Hålla ordning, men inte överordning" : Köns- och maktperspektiv på uppförandenormer i svenska klassrumskulturer 2008 Doctoral thesis (other academic/artistic)abstract The aim of this study is to describe and analyse norms of behaviour in rhetoric and practice in Swedish classroom cultures with the aid of theories of gender and power. The study is based on observations of and interviews with pupils and teachers in three ninth form classes. On the basis of the six themes of the thesis, common norms of behaviour are on the whole discernible. The relation between rhetoric and practice may be summarised in the following way: the pupils and teachers express a desire for order and clear rules that are followed. If the rules are not followed, the pupils demand consistent and motivated consequences. The study shows, however, the everyday life at school does not work in this way but that there is some discrepancy between practice and rhetoric. The values stated in the curriculum, for example respect, solidarity and taking responsibility, are expressed in both the pupils’ and the teachers’ rhetoric. The values are used to describe a certain action or to motivate the norms of behaviour that are described as desirable.

Wester, Maria, 1960- (author)
"Hålla ordning, men inte överordning" : Köns- och maktperspektiv på uppförandenormer i svenska klassrumskulturer
2008
Doctoral thesis (other academic/artistic)abstract
- The aim of this study is to describe and analyse norms of behaviour in rhetoric and practice in Swedish classroom cultures with the aid of theories of gender and power. The study is based on observations of and interviews with pupils and teachers in three ninth form classes. On the basis of the six themes of the thesis, common norms of behaviour are on the whole discernible. The relation between rhetoric and practice may be summarised in the following way: the pupils and teachers express a desire for order and clear rules that are followed. If the rules are not followed, the pupils demand consistent and motivated consequences. The study shows, however, the everyday life at school does not work in this way but that there is some discrepancy between practice and rhetoric. The values stated in the curriculum, for example respect, solidarity and taking responsibility, are expressed in both the pupils’ and the teachers’ rhetoric. The values are used to describe a certain action or to motivate the norms of behaviour that are described as desirable.

Träfflista för sökning "id:"swepub:oai:DiVA.org:umu-1661" "