Hvad er meningen? - En undersøgelse af almen studieforberedelse i gymnasiepraksis

Nathalie Schönenberg & Signe Brejnholt

Student thesis: Termpaper

Abstract

Dansk resumé Rapporten omhandler, hvordan indførelsen af gymnasiereform (2005) kan ses som et led i en samfundsmæssig ændring med øget fokus på outcome og kompetencer Mere specifikt undersøger vi, hvad implementeringen af almen studieforberedelse (AT) har betydet for praksis i gymnasiet. Da AT fordrer et samspil mellem de traditionelt adskilte fag i gymnasiet, fandt vi det interessant at se på, hvordan dette forvaltes af lærerne i praksis, samt hvilke muligheder og potentialer der ligger i AT for elverne. I undersøgelsen har vi gjort brug af Basil Bernsteins begrebsapparat, og interviews med rektor, lærere og elever for at kunne fremanalysere den pædagogiske diskurs og praksis i forhold til AT. Her bliver det tydeligt, at der er flere forskellige diskurser i spil. I forlængelse heraf har vi analyseret, hvordan den pædagogiske kode identificeres af eleverne, hvor koden identificeres som fragmenteret, og hvor det bliver svært at finde ud af, hvad der kræves i AT og hvad meningen med AT er overhovedet. På baggrund af en interesse for at finde ud af, hvilke muligheder og potentialer AT rummer, fandt vi det givtigt at bringe Jürgen Habermas' teori om den kommunikative handlen i spil, der kan give eleverne muligheden for en oplevelse af sammenhæng og mening i AT. Rapportens videnskabsteoretiske ramme er således forankret i kritisk teori, hvori vores normativitet ligger. I bestræbelserne på at skabe indbyrdes forståelse gennem den kommunikative handlen ligger en mulighed for, at eleverne opnår forståelse frem for at blive fremmedgjorte overfor det, de præsenteres for i AT. English Summary The report addresses how the introduction of the high school reform (2005) can be seen as part of a change in society with increased focus on outcome and competencies. More specifically, we investigate what the implementation of “general study preparation” (almen studieforberedelse - AT) has meant to high school practice. Since AT requires an interaction between the traditionally segregated disciplines in high school, we found it interesting to see how this is managed by teachers in practice, and what possibility and potentials AT inherent for students. To investigate this we use Basil Bernstein's theory concepts, and interviews with the headmaster, teachers and students to analyze the pedagogic discourse and practice in relation to AT. Here it becomes clear that there are several different discourses in play. Furthermore we have analyzed how the pedagogic code is identified by the students, which results in a identification of a fragmented discourse about what is claimed in AT and what the meaning of AT is at all. Because of our wish of finding the possibilities and potentials inherent in AT, we found it necessary to use Jürgen Habermas' theory of communicative action that could allow the students an experience of coherence and meaning in AT. The framework of the report is thus rooted in critical theory, in which our normativity lies. In the effort of creating mutual understanding through the communicative action lies a potential for students to gain understanding rather than being alienated from what they are presented to in AT.

EducationsEducational Studies, (Bachelor/Graduate Programme) Undergraduate or graduate
LanguageDanish
Publication date21 Jun 2011

Keywords

  • almen studieforberedelse
  • gymnasium
  • gymnasiereformen
  • Habermas