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Högljudda och tysta elever: Marginaliseringseffekter i gymnasieskolans klassrumssamtal
University of Borås, School of Education and Behavioural Science.
2013 (Swedish)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, no 1, 63-76 p.Article in journal (Refereed) Published
Sustainable development
The content falls within the scope of Sustainable Development
Abstract [en]

This article draws upon an ethnographic analysis of classroom talk in a first year upper secondary Social Science class. It was noted that some students said that they were more silent in upper secondary school compared to secondary school and that in the transition between schools classroom talk became problematic and marginalising for them. This was for girls mainly, but also for some boys. The stronger classification of subject knowledge and enhanced pace of instruction worked as obstacles for girls’ and some boys’ participation in classroom talk. In the article this is suggested have marginalised them and favoured boys of average ability.

Place, publisher, year, edition, pages
Universitetsförlaget AS , 2013. Vol. 32, no 1, 63-76 p.
Keyword [en]
classroom talk, influence, gender, upper secondary school, ethnography
National Category
Pedagogical Work Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-1567Local ID: 2320/12305OAI: oai:DiVA.org:hb-1567DiVA: diva2:869625
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2016-11-23Bibliographically approved

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Rosvall, Per-Åke
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