The aim of this thesis is to examine ability grouping in the Danish municipal primary and lower secondary school and to indicate how this type of grouping can be understood as an in- and exclusive practice. The ‘toned’ grade 9.G at the school Fjerritslev Skole is not an exact example of this concept but it is found relevant to examine the class to draw a comparison to the concept of ability grouping. The thesis takes its theoretical starting point in the discourse psychology's theory regarding how discourse practices constitute certain opportunities of positioning for the subject. Analytical categories from this theory is used to examine the project’s own empirical qualitative data, comprising a focus group interview with six students of the grade 9.G, two days of observation in 9.G’s classroom and the brochure containing information about Fjerritslev Skole’s ‘toned’ classes which are given to the future students of 7th grade. In the light of this analysis it is concluded that Fjerritslev Skole’s discursive forming of G-grades addresses the academically or/and socially challenged students. Therefore it is concluded that the school's discursive forming of its ‘toned’ classes is grouping its students after abilities in lower secondary school (7th - 9th grade). It is also concluded that ability grouping both produce inclusive and exclusive processes - because of the insoluble inclusion dilemma; you always exclude when you include. The interviewees articulate how 9.G is positioned and stigmatised as a special class in its surroundings but the interviewees also articulate how they feel included in their class’ academic/social settings. Nevertheless the students of 9.G are faced to deal with the discursive constructed condition of its surroundings’ stigmatisation.
|Educations||Educational Studies, (Bachelor/Graduate Programme) Graduate|
|Publication date||2 Jun 2014|