Procedures of interdisciplinary cooperation and conflict in school

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

Abstract

This presentation reflects on a study of the complex conditions for the institutional arrangement of cooperation between different professionals and administrative participants in relation to children in difficulties in school. The main discussion is how to analyze the structural aspects of such processes, e.g. political, legal and administrative conditions, without either dismissing the structural aspects or assigning them with determining power.
The study investigates how legislation and administrative conditions influence the interdisciplinary collaborative processes of in- and exclusion. The theoretical framework is a situated approach with inspirations from social practice theory, critical psychology and institutional ethnography, concerned with the concrete contextual and situated actions and relations of persons in different positions among the common cause of supporting children in difficulties in school.
Close observations of processes of cooperation and interviews with different parties involved in the negotiation of difficulties and interventions show how legislation and administrative procedures are ambiguous. The legal framework and the administrative procedures are constantly interpreted, expounded and bend as a part of the situated conflicts and cooperation, and is brought in as tools for both inclusion and exclusion, depending on the different parties disposal over different resources, action possibilities and mutual expectations. The concept of “procedures” is employed and discussed in relation to grasping such situated conflictual processes.
Original languageEnglish
Publication date2017
Number of pages1
Publication statusPublished - 2017
EventThe 17th Biennial Conference of the International Society for Theoretical Psychology 2017: The Ethos of Theorizing - Rikkyo University, Tokyo, Japan
Duration: 21 Aug 201725 Aug 2017
Conference number: 17
https://www2.rikkyo.ac.jp/web/istp2017/index.html
https://www2.rikkyo.ac.jp/web/istp2017/topic4.html

Conference

ConferenceThe 17th Biennial Conference of the International Society for Theoretical Psychology 2017
Number17
LocationRikkyo University
CountryJapan
CityTokyo
Period21/08/201725/08/2017
Internet address

Cite this

Røn Larsen, M. (2017). Procedures of interdisciplinary cooperation and conflict in school. Abstract from The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan.
Røn Larsen, Maja. / Procedures of interdisciplinary cooperation and conflict in school. Abstract from The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan.1 p.
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Røn Larsen, M 2017, 'Procedures of interdisciplinary cooperation and conflict in school' The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan, 21/08/2017 - 25/08/2017, .

Procedures of interdisciplinary cooperation and conflict in school. / Røn Larsen, Maja.

2017. Abstract from The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan.

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

TY - ABST

T1 - Procedures of interdisciplinary cooperation and conflict in school

AU - Røn Larsen, Maja

PY - 2017

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AB - This presentation reflects on a study of the complex conditions for the institutional arrangement of cooperation between different professionals and administrative participants in relation to children in difficulties in school. The main discussion is how to analyze the structural aspects of such processes, e.g. political, legal and administrative conditions, without either dismissing the structural aspects or assigning them with determining power. The study investigates how legislation and administrative conditions influence the interdisciplinary collaborative processes of in- and exclusion. The theoretical framework is a situated approach with inspirations from social practice theory, critical psychology and institutional ethnography, concerned with the concrete contextual and situated actions and relations of persons in different positions among the common cause of supporting children in difficulties in school. Close observations of processes of cooperation and interviews with different parties involved in the negotiation of difficulties and interventions show how legislation and administrative procedures are ambiguous. The legal framework and the administrative procedures are constantly interpreted, expounded and bend as a part of the situated conflicts and cooperation, and is brought in as tools for both inclusion and exclusion, depending on the different parties disposal over different resources, action possibilities and mutual expectations. The concept of “procedures” is employed and discussed in relation to grasping such situated conflictual processes.

M3 - Conference abstract for conference

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Røn Larsen M. Procedures of interdisciplinary cooperation and conflict in school. 2017. Abstract from The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan.