Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence
The aim of this study is to explore how teachers from various academic subjects and programmes describe their pedagogic practice, particularly regarding students’ opportunities to influence what and how they learn, and whether and how their descriptions reflect subject hierarchies. The study draws o...
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Menntavísindasvið Háskóla Íslands
2020
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fticelandunivojs:oai:ojs.pkp.sfu.ca:article/3072 2023-08-20T04:07:33+02:00 Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence Að byggja brýr og reisa veggi: Stigveldi námsgreina í ljósi viðhorfa framhaldsskólakennara til nemendaáhrifa Bjarnadóttir, Valgerður S. 2020-02-03 application/pdf https://ojs.hi.is/index.php/netla/article/view/3072 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/index.php/netla/article/view/3072/1811 https://ojs.hi.is/index.php/netla/article/view/3072 Copyright (c) 2020 Netla Netla - english edition; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli Netla; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli 1670-0244 upper secondary education student influence subject hierarchies pedagogic discourse knowledge roadblocks framhaldsskólar nemendaáhrif stigveldi námsgreina orðræða uppeldis og kennslu þekkingartálmun info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2020 fticelandunivojs 2023-08-01T12:29:20Z The aim of this study is to explore how teachers from various academic subjects and programmes describe their pedagogic practice, particularly regarding students’ opportunities to influence what and how they learn, and whether and how their descriptions reflect subject hierarchies. The study draws on interviews with 16 upper secondary school teachers in Iceland, representing different schools and subjects.Bernstein’s theory of pedagogic discourse was used to prepare this study. The study shows how teacher perceptions of pedagogic practice in relation to student influence in the school context reflect the constructions of subject hierarchies. Teachers in mathematics reported on rigid pedagogic practices while teachers in other subjects described pedagogic practices in which students could, to some extent, influence their learning. Furthermore, teachers in social science subjects, natural science subjects, and languages described attempts to build bridges between various subjects, while mathematics did not participate in such attempts.Those constructions indicate an upper secondary school in which mathematics, particularly within the natural science programme, is strongly classified, as defined by Bernstein. The findings mirror stereotypical notions of students’ capacity and interest since students enrolled in programmes other than the natural science programme are perceived by the teachers as lacking the ability to succeed in mathematics. The teachers described how conceptual demands in mathematics were lowered in other academic programmes, leading to knowledge roadblocks for students and restricting their further educational opportunities. Það er gömul saga og ný að framtíðarmöguleikar og tækifæri ungs fólks byggist gjarnan á námsvali þess. Í því samhengi hefur stigveldi starfs- og bóknáms verið til umræðu (sjá t.d. Niemi og Rosvall, 2013; Nylund o.fl., 2018; Sych, 2016) en jafnframt hefur komið í ljós að ekki nýtur allt bóknám sömu virðingar í samfélaginu. Þannig hafa rannsóknir gefið til kynna að ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals Niemi ENVELOPE(24.516,24.516,66.701,66.701) Nylund ENVELOPE(6.855,6.855,62.805,62.805) Reisa ENVELOPE(8.414,8.414,63.433,63.433) |
institution |
Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
upper secondary education student influence subject hierarchies pedagogic discourse knowledge roadblocks framhaldsskólar nemendaáhrif stigveldi námsgreina orðræða uppeldis og kennslu þekkingartálmun |
spellingShingle |
upper secondary education student influence subject hierarchies pedagogic discourse knowledge roadblocks framhaldsskólar nemendaáhrif stigveldi námsgreina orðræða uppeldis og kennslu þekkingartálmun Bjarnadóttir, Valgerður S. Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence |
topic_facet |
upper secondary education student influence subject hierarchies pedagogic discourse knowledge roadblocks framhaldsskólar nemendaáhrif stigveldi námsgreina orðræða uppeldis og kennslu þekkingartálmun |
description |
The aim of this study is to explore how teachers from various academic subjects and programmes describe their pedagogic practice, particularly regarding students’ opportunities to influence what and how they learn, and whether and how their descriptions reflect subject hierarchies. The study draws on interviews with 16 upper secondary school teachers in Iceland, representing different schools and subjects.Bernstein’s theory of pedagogic discourse was used to prepare this study. The study shows how teacher perceptions of pedagogic practice in relation to student influence in the school context reflect the constructions of subject hierarchies. Teachers in mathematics reported on rigid pedagogic practices while teachers in other subjects described pedagogic practices in which students could, to some extent, influence their learning. Furthermore, teachers in social science subjects, natural science subjects, and languages described attempts to build bridges between various subjects, while mathematics did not participate in such attempts.Those constructions indicate an upper secondary school in which mathematics, particularly within the natural science programme, is strongly classified, as defined by Bernstein. The findings mirror stereotypical notions of students’ capacity and interest since students enrolled in programmes other than the natural science programme are perceived by the teachers as lacking the ability to succeed in mathematics. The teachers described how conceptual demands in mathematics were lowered in other academic programmes, leading to knowledge roadblocks for students and restricting their further educational opportunities. Það er gömul saga og ný að framtíðarmöguleikar og tækifæri ungs fólks byggist gjarnan á námsvali þess. Í því samhengi hefur stigveldi starfs- og bóknáms verið til umræðu (sjá t.d. Niemi og Rosvall, 2013; Nylund o.fl., 2018; Sych, 2016) en jafnframt hefur komið í ljós að ekki nýtur allt bóknám sömu virðingar í samfélaginu. Þannig hafa rannsóknir gefið til kynna að ... |
format |
Article in Journal/Newspaper |
author |
Bjarnadóttir, Valgerður S. |
author_facet |
Bjarnadóttir, Valgerður S. |
author_sort |
Bjarnadóttir, Valgerður S. |
title |
Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence |
title_short |
Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence |
title_full |
Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence |
title_fullStr |
Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence |
title_full_unstemmed |
Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence |
title_sort |
building bridges and constructing walls: subject hierarchies as reflected in teachers’ perspectives towards student influence |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2020 |
url |
https://ojs.hi.is/index.php/netla/article/view/3072 |
long_lat |
ENVELOPE(24.516,24.516,66.701,66.701) ENVELOPE(6.855,6.855,62.805,62.805) ENVELOPE(8.414,8.414,63.433,63.433) |
geographic |
Niemi Nylund Reisa |
geographic_facet |
Niemi Nylund Reisa |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Netla - english edition; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli Netla; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli 1670-0244 |
op_relation |
https://ojs.hi.is/index.php/netla/article/view/3072/1811 https://ojs.hi.is/index.php/netla/article/view/3072 |
op_rights |
Copyright (c) 2020 Netla |
_version_ |
1774719252032389120 |