In contemporary educational settings, the importance of children's participation and influence is increasingly recognized, even during day-to-day activities such as lunchtime. This study investigates the intricate dynamics and strategies educators employ to promote such participation during these periods, framed within Michel Foucault's theory on power and knowledge. Recognizing lunchtime not merely as a break, but as a pivotal juncture for social interactions, self-expression, and autonomy, this study investigates the underlying power dynamics in these interactions. Data for this study was sourced from focus group interviews with educators, offering a profound qualitative understanding of their experiences and perceptions. Notably, the findings suggest an ongoing tension: while educators endeavour to strike a balance between encouraging individual expression and preserving group harmony, they often resort to subtle normalization tactics. It underscores the importance for educators to continually reflect upon and adapt their methods, emphasising the need to ensure children's voices are not merely heard but actively incorporated into the fabric of their daily routines. Additionally, the broader implications of this research touch upon the foundational principles of education, challenging the traditional paradigms and advocating for a more inclusive, participatory approach in all facets of children's school lives.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-63528 |
| Date | January 2023 |
| Creators | Vernberg, Milou, Månsson, Julia |
| Publisher | Malmö universitet, Institutionen för barndom, utbildning och samhälle (BUS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0024 seconds