Till sidans topp

Sidansvarig: Webbredaktion
Sidan uppdaterades: 2012-09-11 15:12

Tipsa en vän
Utskriftsversion

Differentiation through i… - Göteborgs universitet Till startsida
Webbkarta
Till innehåll Läs mer om hur kakor används på gu.se

Differentiation through individualisation – an ethnographic investigation of how one Swedish school creates inequality

Artikel i vetenskaplig tidskrift
Författare Jan Gustafsson
Publicerad i Ethnography and Education
Volym 13
Nummer/häfte 1
Sidor 52-68
ISSN 1745-7823
Publiceringsår 2018
Publicerad vid Institutionen för pedagogik, kommunikation och lärande
Sidor 52-68
Språk en
Länkar dx.doi.org/10.1080/17457823.2016.12...
Ämnesord curriculum differentiation, individualization, policy ethnography, compulsory school, school achievements
Ämneskategorier Pedagogik, Utbildningsvetenskap

Sammanfattning

The present article examines the general debate on curriculum differentiation and individualization. Based on a policy ethnographic case study of class 9a at Forest School, it critically analyses how curriculum differentiation and individualization are enacted in and interfere with classroom practice. The results show how Forest School’s curriculum model on differentiation and individualization have 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 categorized 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.

Sidansvarig: Webbredaktion|Sidan uppdaterades: 2012-09-11
Dela:

På Göteborgs universitet använder vi kakor (cookies) för att webbplatsen ska fungera på ett bra sätt för dig. Genom att surfa vidare godkänner du att vi använder kakor.  Vad är kakor?