Elevers intersubjektive samspil i klasserummet : En empirisk undersøgelse af spillets regler for interaktion i udskolingen, og dets vilkår for elevernes handlingsmuligheder og selvforståelse

Abstract

This project investigates students' intersubjective interplay in the classroom, where the interplay between the student is considered to constitute the class's rules of the game for interaction. In this study the game's rules for interaction work to understand the possibilities for action students experience in the classroom. The interactions experienced by the students are additionally examined concerning the students' understanding of themselves as students. With an ethnographic approach, interactions in the classroom have been investigated in a lower secondary class in a Danish school in the subject Danish in the school year 2020-21. Interactions are examined through an interpretive and investigative approach to the students' lived lives in the classroom, where a culturally embedded organisation of the game's rules for interaction is considered a co-determinant of the students' options for action and self-understanding. With symbolic interactionism as the theoretical framework for the project, all students are considered to dynamically constitute and learn the game's rules for interaction. These rules consist of generalized attitudes which are normalized and value-based understandings of the world. With this understanding of classroom interactions, the student is considered to have to adapt to a social world that already exists, but through learning the classroom rules for interaction, the student can adjust the already established interaction orders. The project investigates how students actively relate to each other through the use of objects, interacting, taking initiatives and responding in interactions. The results show how the students' use of objects is put into play and, through its use in the interaction between the students, constitutes certain possibilities and limitations for action. Put into play, the objects have a particularly significant meaning for the students, as they can be adjusted and determine how actions can be played out. Through the analysis it is described how this happens through physical things, the students' place at their desk and movements in the room, through the language that is used, the play that is initiated and the students that actively engage each other. The objects refer to an invitation to join a social community. At the same time, the use of the objects are invitations that reflect and reject responses to formal educational expectations.