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A quite ordinary day in a quite ordinary classroom: Alfred Schutz's theory about the phenomenology of the social world in school
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-0429-570X
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2011 (English)In: Encyclopaideia. Journal of Phenomenology and Education, ISSN 1590-492X, E-ISSN 1825-8670, Vol. 15, no 29, p. 47-65Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to illuminate, enable understanding of, and discuss the meaning of social relations in the learning process, and how knowledge and skills influence roles and relations. The starting point is a story in a 9th grade computer lesson, where a student knew more than the teacher about the subject. How was the relation between the student and the teacher affected by this situation? We analyse and discuss this by using Alfred Schutz’s theory of the phenomenology of the social world. We limit the discussion to focus on the ways that teacher-student relations can be understood and explained in accordance with this theory. Finally we emphasize the importance of the teacher being aware of different types of relations with students, and the consequences of these relations, and argue that Schutz’s theory is helpful in creating new ways of understanding learning situations in school.

Place, publisher, year, edition, pages
2011. Vol. 15, no 29, p. 47-65
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-14245Local ID: d98c49f8-ee9e-47be-ab29-3bc34a080e18OAI: oai:DiVA.org:ltu-14245DiVA, id: diva2:987199
Note
Validerad; 2011; 20110809 (krhe)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-12-04Bibliographically approved

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Alerby, EvaHertting, Krister

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