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ERIC Number: EJ957356
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0141-6200
Voices and Perspectives in Norwegian Pupils' Work on Religions and World Views: A Diachronic Study Applying Sociocultural Learning Theory
Haakedal, Elisabet
British Journal of Religious Education, v34 n2 p139-154 2012
This article researches work by four pupils in a diachronic collection of Norwegian primary school workbooks. Given signs of a variety of voices and perspectives in chosen representations of central tenets and/or practices in religions and philosophical traditions, how can an analysis and discussion of a few chosen texts shed light on their authors', i.e. the pupils', (self-) formative modes of encountering the diverse voices and perspectives? The pupils' expressions are discussed by staging an interaction between inductively analysed elements in the source material and theoretical points from sociocultural learning theory. The theoretical concepts of "mediated action", "voice", "multivoicedness", "dialogicality", "speech genre" and "privileging" are particularly suitable. Interpretive results: Two pupils, working in the 1980s and early 1990s, have been engaged in inner dialogue with authoritative texts and voices, including teachers' decisions for the learning situations. One pupil's work (the mid 1990s) shows grappling with the many diverse insider voices in her textbook. Another pupil's work (2008/2009) has traces of a structural privileging of the perspective of the "objective outsider" while also signalling inner dialogic reflection. (Contains 3 figures and 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway