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Combing ethnographical and curriculum studies approaches for subject historical perspectives on classroom interaction
Örebro University, Department of Education.
2007 (Swedish)Conference paper, Oral presentation only (Other academic)
Abstract [sv]

In this paper I discuss the necessity of combining ethnographical and curriculum studies approaches to grasp an understanding of the classroom interaction as being historically situated or related to different school subject traditions. In this discussion I give examples from my earlier research on teaching as conversational genres in the teaching of literature, within the two subjects of Swedish in Upper Secondary School in Sweden. Special attention is paid to how the four analytically discerned conversational genres – The Teaching Examination, The Informal Book Talk, The Text Oriented Talk, and The Culturally Oriented Talk – differ in purpose, structure, patterns of interaction and view of literature. Finally I discuss how these conversational genres can be understood as related to the three dominating selective traditions of the school subject Swedish: Swedish as a Profiency Subject, Swedish as a Higher Subject of Bildung and Swedish as an Experienced-based Subject.

Place, publisher, year, edition, pages
2007.
Keywords [en]
läroplansteori, etnografi, ämneskonceptioner, svenskämnesdidaktik
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-3614OAI: oai:DiVA.org:oru-3614DiVA, id: diva2:137912
Available from: 2008-12-15 Created: 2008-12-15 Last updated: 2017-10-18Bibliographically approved

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Hultin, Eva

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf