Body, space and time – and their influences on trustful relationships in the classroom.

Lilja, Annika, 1963 (author): Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies

(creator_code:org_t)

2013
2013
English.
In: Indopacific Journal of Phenomenology. - 1445-7377. ; 13:Special Edition, s. 1-10

Related links:: https://gup.ub.gu.se...; show more...; https://doi.org/10.2...; show less...

Abstract Subject headings

A trustful relationship between teacher and student is fundamental when it comes to the question of what makes teaching and learning work in the classroom. Most researchers have been content with simply examining teachers' subject knowledge and teaching methods. The aim of this study is to highlight the trustful relationship between teacher and student from the teachers' point of view. Taking both experience and bodily views into account allows for another way of understanding relationships in the classroom. This is accomplished throught the use of a lifeworld phenomenological approach and the concepts of the lived body, lived space and lived time described by Merleau-Ponty (1962/2008). The empirical material on which this article is based was collected by fieldwork in five different compulsory schools in Sweden. In this article I discuss how these lived aspects help to describe a multifaceted relationship. The article also shows that these lived aspects influence relationships through the organisation of activities in the classroom. The article discusses how these lived aspects influence the relationship between the teacher and the student, as well as they influence the student's opportunities to learn in school. This study shows that the lived aspects need to be taken seriously in order for teaching and learning to work.

About the subject

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