Anti-Schoolness in Context: The Tension between the Youth Project and the Qualifications Project

Autor/in	Aasebo, Turid Skarre
Titel	Anti-Schoolness in Context: The Tension between the Youth Project and the Qualifications Project
Quelle	In: Social Psychology of Education: An International Journal, 14 (2011) 4, S.503-518 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-011-9153-3
Schlagwörter	Ethnography; Foreign Countries; Classroom Environment; Grade 9; Secondary Schools; Youth; Youth Programs; Cultural Influences; Educational Environment; Masculinity; Femininity; Males; Females; Gender Differences; Sexual Identity; Labeling (of Persons); Norway + Suchen Sie Ihr Suchwort? Ethnografie; Ausland; Klassenklima; Unterrichtsklima; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschule; Jugend; Jugendlicher; Jugendalter; Jugendsofortprogramm; Cultural influence; Kultureinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Männlichkeit; Femaleness; Weiblichkeit; Male; Männliches Geschlecht; Weibliches Geschlecht; Geschlechterkonflikt; Geschlechtsidentität; Sexuelle Identität; Labeling-Ansatz; Norwegen
Abstract	In this ethnographic study conducted in two classrooms in Norway, grade nine (14-year-olds) in lower secondary school and the first year (16-year-olds) of upper secondary school, attention is drawn to how classroom culture is constituted through relationships between students. Through processes of power, dominance, hegemony and marginalisation, classroom culture forms the conditions for a learning environment, and has different opportunities, dilemmas and costs for the students. As classroom culture is negotiated in contextual and relational processes, classroom culture and ways of performing masculinities and femininities vary in the different classrooms, even within the same school. This article explores two classroom cultures, a "rule-breaking" classroom culture and a classroom culture in which the fear of being labelled a "nerd" dominates, to show how boys and girls use different solutions to balance the development of their identity as youths (the youth project) and the acquisition of academic competence and skills (the qualifications project). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10