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8. SEPTEMBER 2014AARHUS UNIVERSITETAU
LEARNING FROM A SOCIAL PRACTICE THEORETICAL
PERSPECTIVEMAJ SOFIE RASMUSSEN, PH.D.-FELLOW, AU/VIA UC
8. SEPTEMBER 2014AARHUS UNIVERSITET
AU
• Introduction• Fryshuset – a different way of ‘doing’ school• Theoretical framework/preliminary empirical findings• Summing up • Further studies
AGENDA
8. SEPTEMBER 2014AARHUS UNIVERSITET
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”I have never met a young person, who doesn’t want to learn – but I have met many who don’t want to be taught. It’s important to understand the difference, so you can find other ways for them to learn.”
INTRODUCTION
8. SEPTEMBER 2014AARHUS UNIVERSITET
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• NGO, high school and lower secondary school• Passionate interests and academic subjects
juxtaposed• Attracts pupils from both socioeconomically
disadvantaged and more advantaged families • 95 % qualified for highschool • Outset: Pupils’ perspectives on possibilities for
participation
FRYSHUSET – A DIFFERENT WAY OF ‘DOING’ SCHOOL
8. SEPTEMBER 2014AARHUS UNIVERSITET
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THEORETICAL/ANALYTICAL FRAMEWORK
• Inspired by Holland & Lave (2009), Holzkamp (2013), and Kristensen & Mørck (2014) → Situated Learning and Critical Psychology
• Historical and material productions of persons in changing social practices
• Participation and social self-understanding
8. SEPTEMBER 2014AARHUS UNIVERSITET
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THEORETICAL/ANALYTICAL FRAMEWORK
• Outset in the learner’s perspectives• Ontology: How we change and shape/are shaped
into the persons, we are• Subject and world → dialectical relationship• Knowledge → ‘always socially, historically situated’
8. SEPTEMBER 2014AARHUS UNIVERSITET
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THEORETICAL/ANALYTICAL FRAMEWORK
Participation-in-practice
Social self-understanding and
becoming
Materiality Embodied mo(ve)ments
8. SEPTEMBER 2014AARHUS UNIVERSITET
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MO(VE)MENTS AND PASSIONS
• Meaningful, expansive mo(ve)ments (Mørck, 2014)• Becoming more or less of a legitimate member
(Lave & Wenger, 1991)• Understanding oneself as a ‘capable learner’
8. SEPTEMBER 2014AARHUS UNIVERSITET
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MO(VE)MENTS AND PASSIONS
“If it hadn’t been for the dancing, I wouldn’t have come to school at all. The
dancing is what makes me enjoy coming to school…and I can attend all the other
subjects as well”
8. SEPTEMBER 2014AARHUS UNIVERSITET
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MO(VE)MENTS AND PASSIONS
• Recognition and belonging
• From disengagement towards meaningfulness and
engagement
• School activities in line with personal trajectories
(Dreier, 1999)
8. SEPTEMBER 2014AARHUS UNIVERSITET
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BECOMING & SOCIAL SELF-UNDERSTANDING
• Social self-understanding → how we come to understand ourselves and are understood by other through participation-in-practice (Holzkamp, 2013)
• Research on marginalized youth point to the significance of social self-understanding in relation to learning and becoming-a-person (Kristensen & Mørck, 2014; Mørck, 2014)
• Collective, dialectical proces
8. SEPTEMBER 2014AARHUS UNIVERSITET
AU
BECOMING & SOCIAL SELF-UNDERSTANDING
“In the 7th grade everything was everybody else’s fault, and in the 8th he was
very introvert and kept to himself lying on the sofa [in the school] having realized
that he himself was a part of it as well. Then, in the 9th grade he started working
on himself, and he started to change. “It’s not about everybody else; I need to
change as well”. He managed to graduate and moved on.”
8. SEPTEMBER 2014AARHUS UNIVERSITET
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MATERIALITY AND LEARNING
• Materiality of learning• Settings with high degree of functionalism
• Social material arrangements• Movement → engagement
8. SEPTEMBER 2014AARHUS UNIVERSITET
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MATERIALITY AND LEARNING
• Material and embodied dimensions• Explore relations to more academic subjects• What does it mean to be bodily engaged?
8. SEPTEMBER 2014AARHUS UNIVERSITET
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SUMMING UP
• Help us to understand how possibilities and limitations for learning are produced across changing practices in and out of school
• Alternative to functional approaches• Explore how pupils learn in different context and
under different conditions• Learning part of contradictory, conflictual practices• Access to participation – prerequisite of learning
8. SEPTEMBER 2014AARHUS UNIVERSITET
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FURTHER STUDIES
• Work jointly with teacher and pupils (9th grade)• Workshops – ‘becoming a member of Fryshuset’s
communities’• Interviews• Participant observation
8. SEPTEMBER 2014AARHUS UNIVERSITET
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Maj Sofie Rasmussen
Ph.D.-fellow, dept. of education
Aarhus University/VIA UC
mara@edu.au.dk
CONTACT
AARHUS UNIVERSITETAU
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