Constructions of power and knowledge in the technology classroom

• The aim of this study is to investigate how knowledge and power are constituted in meaning-making processes in technology classrooms in relation to the teachers’ enactment of a disciplinary discourse. By collecting video data from a Swedish technology classroom in grade 8 we explore interaction on a micro-level. Our examination of the teaching of technology is motivated by the fact that this is a key period for students engagement in technology and that many students are losing interest in the subject during grades 7-9. Our analysis is guided by an analytical framework based on practical epistemology, teachers’ epistemological moves and the theory of didactical contract as completely implicit but highly powerful aspect of the relationship between teacher and student. Our analysis reveals that in the interaction between a teacher and her pupils both knowledge and power are mutually constituted in meaning-making processes, and are not possible to separate. It is therefore fruitful to use an analytical framework that includes both meaning-making and power in further research.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

Technology classroom

Meaning-making

Power

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)