Skolens blinde vinkel

Abstract

Med udgangspunkt i forskningsprojektet ”Differentiering i undervisningens praksis” ser vi i denne artikel nærmere på vilkårene i den danske folkeskole. Med et øget krav om læring og inklusion i skolen oplever mange danske lærere, at det er svært at undervise på en måde der tilgodeser alle børns deltagelse i undervisningen. Nogle børn og deres vilkår for at være med i undervisningen glider sågar lærerens lærerfaglige blik af hænde. I artiklen argumenterer vi for, at dette sker, fordi lærerne ofte har fokus på undervisning i fag mere end de har fokus på de individuelle børns muligheder for at tage del i undervisningen. Vi argumenterer for, at netop blikket for børns deltagelsesmuligheder i undervisningen er nødvendigt, hvis alle klassens børn skal have mulighed for at fungere som eleve.

English abstract

This article reports on findings from ethnographic practice-research on the practice of teaching in a political context influenced by a strong focus on learning outcomes. The research project focuses on the relation between the practice of teaching and children’s participation in classroom practices. The aim of the project is to explore and bring forth knowledge about children’s different ways of participating in class during teaching and to empower teachers to include knowledge about different children in their practice of teaching. We conclude that teachers overlook some children and their participation during teaching and thus that teachers are challenged, in regard to establishing a practice of teaching based on knowledge about conditions and circumstances related to the children.