In a social constructionist perspective, this project examines how students' articulation of grades has an impact on their construction of student identity. Through qualitative interviews and drawing from Positioning Theory, we have investigated the linguistic narratives of four high school students about gradeless teaching. The project identifies two discourses; an external and an internal, which determine which subject positions are provided and possible for those involved to take. The respective subject positions are understood as student identities and are constructed through interactive negotiation processes that attribute opportunities, limitations and expectations to the positions in question. Furthermore, the project analyzes how the student positions are created and recreated in gradeless teaching. The project concludes that the grading system co-constitutes categorizations which students make use of to understand and act in relation to each other. These categorizations produce a number of student positions, which are attributed to value through the linguistic statements available in the internal discourse.. In the gradeless teaching context, the hegemonic discourse is maintained through interactive teacher and student positioning, which is why the possibilities of action and new understandings that arise with gradeless teaching are only perceived as a temporary state in flux.
|Uddannelser||Psykologi, (Bachelor/kandidatuddannelse) Kandidat|
|Vejledere||Christina Naike Runciman|
- positioning theory