This is an empirical thesis, dealing with social inclusion and exclusion in a class-community. The thesis integrates Psychology and Pedagogy & Educational Studies. The thesis’ empirical foundation consists of three weeks of participant observation, interviews of three professional staff members and seven children from the class. The used participant observation method is inspired by Mik-Meyer & Järvinen and Gulløv & Højlund. All of these work in a perspective where the researcher is a part of interactions and thereby affect the field's social processes. Staunæs & Søndergaard and Mik-Meyer & Järvinen inspire the thesis’ interview method. They contribute here with insight into how the interviews can be understood in a perspective of interactionism. The thesis analysis is based on a theoretical framework consisting of three theories. Davies and Harré work in a social-/ poststructuralistic perspective and confer knowledge about how children are positioning of themselves and each other in a class-community through conversations. Søndergaard is also working in the same perspective as Davies and Harré, and contributes to create a specific insight into the bullying-practices. She contributes with knowledge about how to understand bullying as part of a social class-culture and in its context. Frønes works within social interactionism. He contributes in creating a focus about the importance of the culture of peers. As seen above, the theories are working in different scientific perspectives. I have chosen to make a scientific framework where I describe how I see these different science-theories compatible and complementary to each other. The analysis is divided into four parts. The first part of the analysis will address how to see some of the children's positions in 4.b. The second part of the analysis will focus on how to understand these positions in a class-community, divided by breaks and classes. The third part of the analysis is dealing with how to understand bullying in the social mechanisms and processes among children in 4.b. The fourth part of the analysis will focus on the primary physical context for 4.b - their classroom and create an insight into how to understand the noise and disturbance in the room as being a sense of insecurity about the teachers' changing positions, and at the same time be a hideout for bullying-practices, through which the teacher can neither hear nor see it. The focus of the discussion in this thesis will be on how teachers can help to address this bullying in 4.b, while helping to create and support an inclusive class-community and alternatively could use the pedagogical position and professionalism to benefit a child-community.
|Uddannelser||Psykologi, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||28 apr. 2016|
|Vejledere||Nina Rus Ingvorsen & Jan Kampmann|
- Social eksklusionsangst
- Mobning i kontekst
- in- eksklusion