Abstract
With insight into how bullying and exclusion processes play out in schools, it becomes visible how the culture in school classes is neither power- nor value-free, but that negotiations are constantly taking place. For example, negotiations and power struggles about norms and positions in the social hierarchy. Almost as visible, it seems decisive whether and how adults navigate within the ongoing discursive practices and negotiations of norms – or how they use (or do not use) their position of power and authoritative voice. Based on bullying research and using Positioning Theory as a theoretical prism, I will argue for what I call "strategic use of ethically informed power of definition" as a proposal for a way that can strengthen the teacher's position and actions as a moral actor in a school class.
| Translated title of the contribution | Hvordan kan lærerens position som myndig styrkes?: Strategisk brug af etisk informeret definitionsmagt |
|---|---|
| Original language | English |
| Publication date | 29 Sept 2023 |
| Number of pages | 8 |
| Publication status | Published - 29 Sept 2023 |
| Event | Permanently normative: German-Scandinavian Cooperation Project on the Implicit Transmission of Values in School and Pastoral Care - Heidelberg University, Heidelberg, Germany Duration: 28 Sept 2023 → 30 Sept 2023 |
Conference
| Conference | Permanently normative |
|---|---|
| Location | Heidelberg University |
| Country/Territory | Germany |
| City | Heidelberg |
| Period | 28/09/23 → 30/09/23 |
Keywords
- learning, educational science and teaching
- children and youth
- upbringing
- community
- teacher education