Conflictuality and situated Inequality in Children’s School Life

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

Studies of children’s participation in school illustrate both societal conflicts about the school and how children in school deal with quite unequal conditions when it comes to handling the conflictuality of school life. Analyses of situated interplay, coordination and conflicts between the parties involved in children’s school lives (children, parents, teachers, psychologists, etc.) can elucidate the connections between intersubjective means of making things work in everyday practice, and historical struggles relating to the school as a societal institution. These dynamics reveal general conflicts over education policy, the distribution of responsibility and in which directions to change society. From a social practice perspective, and based on empirical studies of children’s everyday lives, this article discusses conceptual challenges concerning how to grasp the ways persons constitute the conditions for the acting of each other in a situated interplay in which, together, they must deal with shared societal and historical issues and problems.
SprogEngelsk
TidsskriftChildren's Geographies
ISSN1473-3285
StatusAccepteret/In press - 2019

Citer dette

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Conflictuality and situated Inequality in Children’s School Life. / Højholt, Charlotte.

I: Children's Geographies, 2019.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

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AB - Studies of children’s participation in school illustrate both societal conflicts about the school and how children in school deal with quite unequal conditions when it comes to handling the conflictuality of school life. Analyses of situated interplay, coordination and conflicts between the parties involved in children’s school lives (children, parents, teachers, psychologists, etc.) can elucidate the connections between intersubjective means of making things work in everyday practice, and historical struggles relating to the school as a societal institution. These dynamics reveal general conflicts over education policy, the distribution of responsibility and in which directions to change society. From a social practice perspective, and based on empirical studies of children’s everyday lives, this article discusses conceptual challenges concerning how to grasp the ways persons constitute the conditions for the acting of each other in a situated interplay in which, together, they must deal with shared societal and historical issues and problems.

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JF - Children's Geographies

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