Differentiation through Individualisation--An Ethnographic Investigation of How One Swedish School Creates Inequality

Autor/in	Gustafsson, Jan
Titel	Differentiation through Individualisation--An Ethnographic Investigation of How One Swedish School Creates Inequality
Quelle	In: Ethnography and Education, 13 (2018) 1, S.52-68 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2016.1254054
Schlagwörter	Ethnography; Foreign Countries; Individualized Instruction; Investigations; Compulsory Education; Case Studies; Curriculum Development; Classroom Techniques; Academic Achievement; Grade 9; Ability Grouping; Models; Observation; Interviews; Sweden + Suchen Sie Ihr Suchwort? Ethnografie; Ausland; Individualisierender Unterricht; Untersuchung; Schulpflicht; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Klassenführung; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Homogene Gruppierung; Niveaugruppierung; Streaming; Analogiemodell; Beobachtung; Interviewing; Interviewtechnik; Schweden
Abstract	The present article examines the general debate on curriculum differentiation and individualisation. Based on a policy ethnographic case study of class 9a at Forest School, it critically analyses how curriculum differentiation and individualisation are enacted in and interfere with classroom practice. The results show how Forest School's curriculum model on differentiation and individualisation has created and reproduced a system in which different knowledge is available to different groups of pupils. In practice, owing to this policy, some pupils are categorised as successful, some as adequate and some as failing. The analysis also shows that this practice creates differentiation in relation to school achievement and grades, but foremost that pupils in this class of 9th graders are paying a high price for their schooling, in the form of underachievement and social inequality. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01