Anti-schoolness in context: the tension between the youth project and the qualifications project |
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Authors: | Turid Skarre Aasebø |
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Institution: | 1.Department of Education,University of Agder,Kristiansand,Norway |
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Abstract: | In this ethnographic study conducted in two classrooms in Norway, grade nine (14-year-olds) in lower secondary school and
the first year (16-year-olds) of upper secondary school, attention is drawn to how classroom culture is constituted through
relationships between students. Through processes of power, dominance, hegemony and marginalisation, classroom culture forms
the conditions for a learning environment, and has different opportunities, dilemmas and costs for the students. As classroom
culture is negotiated in contextual and relational processes, classroom culture and ways of performing masculinities and femininities
vary in the different classrooms, even within the same school. This article explores two classroom cultures, a “rule-breaking”
classroom culture and a classroom culture in which the fear of being labelled a “nerd” dominates, to show how boys and girls
use different solutions to balance the development of their identity as youths (the youth project) and the acquisition of
academic competence and skills (the qualifications project). |
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Keywords: | |
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