oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Is the concept of didactics relevant to use in an age of the communicative turn?: Towards a new didactic conceptualism when didactics meets classroom research
Örebro University, Department of Education.ORCID iD: 0000-0001-9735-3440
2008 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

In the middle of the 1990s Swedish educational research and especially the two traditions related to the didactic movement, phenomenographic didactics and didactics based on curriculum theory, was praised and looked upon as very successful in an international perspective. During the last 10-15 years these didactic traditions have developed further into a sociocultural perspective on learning and the idea of dialogic classrooms (Säljö 1995, 2000, 2005, Dysthe ed. 2003) inspired by Vygotsky and Bakhtin and a socio-political perspective on teaching and the idea of deliberative communication (Englund 1996, 2000, ed. 2007) inspired by Dewey, Mead and Habermas.

Implied in this later development is the proliferated use of the linguistic and communicative turns meaning that teaching and learning are looked upon as processes of mutual communication and meaning creating. A question than can be put is if the problematization of the selective tradition of each school subject and the displacement to a view of education as communication that this implies, also means that we have to exceed our traditional language of teaching and learning, i.e. that our didactic language has constituted a selective tradition and a limited and recitative relationship between teachers and learners for what we see as possible activities of the classroom. In sum, do we (researchers and teachers) need a language of communication and meaning-creating, instead of, or at least supplementing the languages of different subject didactics, to analyse the desirable activities of the classroom?

Place, publisher, year, edition, pages
2008.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-3582OAI: oai:DiVA.org:oru-3582DiVA, id: diva2:137880
Conference
EERA-confernce, network: Didactics - learning and teaching, in Göteborg, Sweden September 10-13
Available from: 2008-12-10 Created: 2008-12-10 Last updated: 2017-10-18Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Englund, Tomas

Search in DiVA

By author/editor
Englund, Tomas
By organisation
Department of Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 333 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf