Student-Teacher Dialogue for Lesson Planning: Inclusion in the Context of National Policy and Local Culture

Autor/inn/en	Hedegaard-Soerensen, Lotte; Penthin Grumloese, Sine
Titel	Student-Teacher Dialogue for Lesson Planning: Inclusion in the Context of National Policy and Local Culture
Quelle	In: Nordic Journal of Studies in Educational Policy, 6 (2020) 1, S.25-36 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2002-0317
DOI	10.1080/20020317.2020.1747376
Schlagwörter	Teacher Student Relationship; Dialogs (Language); Lesson Plans; Inclusion; Action Research; Participatory Research; Foreign Countries; Student Role; School Culture; Equal Education; Disadvantaged Youth; Social Justice; Academic Achievement; Elementary Secondary Education; Children; Educational Policy; Power Structure; Accountability; Inquiry; Denmark + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Dialog; Dialogs; Dialogue; Dialogues; Lesson planning; Unterrichtsplanung; Inklusion; Projektforschung; Forschungstätigkeit; Ausland; Schulkultur; Schulleben; Benachteiligter Jugendlicher; Soziale Gerechtigkeit; Schulleistung; Child; Kind; Kinder; Politics of education; Bildungspolitik; Verantwortung; Dänemark
Abstract	This paper reports on the findings of an Erasmus project entitled 'ReHaRe' (Reaching the Hard to Reach). The aim of this project is to develop more inclusive learning environments. The project adopts an action research approach and gives school pupils a role as researchers who plan, evaluate and develop lesson plans in collaboration with their teachers. The paper describes the way in which this collaboration can increase the degree to which pupils participate in the planning of their teaching, including pupils who are normally regarded as being hard to reach. However, this action research approach also generates ethical dilemmas, especially when children are at the centre of inquiry. Equal partnerships in research (in this case teacher-pupil equality) require reflection on the underlying ideas of the teacher-pupil relation and an awareness of how these ideas affect collaboration, especially when teachers insist on maintaining their dominant role over pupils. The paper concludes that inclusive inquiry -- which was the approach taken in this project -- can expand participatory opportunities for children who are otherwise regarded as being on the margins of the education system. However, successful inclusive research also requires an understanding of the role of local professional cultures at schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01