Doing Multisensory Ethnography In Classroom Study In Danish Secondary Schools

The thesis of this Ph.D. is new forms of organizing the secondary school in Denmark and the potential of these organizational forms as inclusive learning environments. I´m inspired by multisensory ethnography (Pink, 2011a, 2011b) in my study of the ways the students are categorized into included or excluded positions in secondary schools. The Ph.D. project is based on a theoretical assumption that processes of categorizations are entangled into the school architecture/the school buildings – that is to say that the categorizing processes are entangled with the “place making” of the students and teachers during the classes and during the breaks.