Ændr 2. linje i overskriften til AU Passata Light 8. SEPTEMBER 2014 AARHUS UNIVERSITET AU LEARNING FROM A SOCIAL PRACTICE THEORETICAL PERSPECTIVE MAJ SOFIE

8. SEPTEMBER 2014AARHUS UNIVERSITETAU

LEARNING FROM A SOCIAL PRACTICE THEORETICAL

PERSPECTIVEMAJ SOFIE RASMUSSEN, PH.D.-FELLOW, AU/VIA UC

8. SEPTEMBER 2014AARHUS UNIVERSITET

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• Introduction• Fryshuset – a different way of ‘doing’ school• Theoretical framework/preliminary empirical findings• Summing up • Further studies

AGENDA


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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


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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


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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


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• 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’


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Participation-in-practice

Social self-understanding and

becoming

Materiality Embodied mo(ve)ments


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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’


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“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”


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• Recognition and belonging

• From disengagement towards meaningfulness and

engagement

• School activities in line with personal trajectories

(Dreier, 1999)


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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


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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.”


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MATERIALITY AND LEARNING

• Materiality of learning• Settings with high degree of functionalism

• Social material arrangements• Movement → engagement


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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?


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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


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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


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Maj Sofie Rasmussen

Ph.D.-fellow, dept. of education

Aarhus University/VIA UC

[email protected]

CONTACT

AARHUS UNIVERSITETAU

Documents

Ændr 2. linje i overskriften til AU Passata Light 8. SEPTEMBER 2014 AARHUS UNIVERSITET AU LEARNING FROM A SOCIAL PRACTICE THEORETICAL PERSPECTIVE MAJ SOFIE