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School democratic meetings Pupil control discourse in disguise
Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2010 (English)In: TEACHING AND TEACHER EDUCATION, ISSN 0742-051X, Vol. 26, no 4, 924-932 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this qualitative case study is to investigate how learning in "democratic participation" is constituted by the social interaction and conversation pattern in school democratic meetings in a Swedish primary school. According to the findings, a pupil control discourse and the Initiation-Response-Evaluation pattern dominates the conversations. The teacher initiates by asking a question, the pupils respond by answering the question, and then the teacher evaluates that response. The findings show no discursive shift from traditional classroom talk to democratic deliberative talk. Instead there is an emphasis on the "right answers" and subordinating authorities rather than deliberative dialogue and democratic participation, which influences pupils to adopt a naive or a cynical attitude to democracy.

Place, publisher, year, edition, pages
Elsevier Science B.V., Amsterdam. , 2010. Vol. 26, no 4, 924-932 p.
Keyword [en]
Democracy, Citizenship education, Pupil participation, Deliberative communication, Classroom communication, Power structure, Discipline
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-55506DOI: 10.1016/j.tate.2009.10.033ISI: 000276590900025OAI: diva2:316259

Original Publication: Robert Thornberg, School democratic meetings Pupil control discourse in disguise, 2010, TEACHING AND TEACHER EDUCATION, (26), 4, 924-932. Copyright: Elsevier Science B.V., Amsterdam.

Available from: 2010-04-30 Created: 2010-04-30 Last updated: 2016-05-04

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