Negotiations left behind: In-between spaces of teacher-student negotiation and their significance for education

Journal of Curriculum Studies

Volumn 42, Issue 3, 2010, Pages 353-369

  Frelin, Anneli ^a   Grannäs, Jan ^b  

^a UPPSALA UNIVERSITY   (Sweden)

^b UNIVERSITY OF GÄVLE   (Sweden)

Author keywords

Critical research; Curriculum studies; Negotiation; Spatial dimension; Teacher student relationship

Indexed keywords

EID: 77953724299     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/00220272.2010.485650     Document Type: Article

References (58)

1. Albrecht-Crane, C. (2005) Pedagogy as friendship: identity and affect in the conservative classroom. Cultural Studies, 19(4), 491-514.
2. Apple, M. W. (2007) Ideological success, educational failure?: on the politics of No Child Left Behind. Journal of Teacher Education, 58(2), 108-116.
3. Ball, S. J. (2003) The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228.
4. Ball, S. J. (2004) Education for sale! The commodification of everything? Annual Education Lecture, Department of Education and Professional Studies, King's College London, University of London. Available online at: http://firgoa.usc.es/drupal/node/25448, accessed August 13, 2008.
5. Beach, D. (2008) The changing relations between education professionals, the state and citizen consumers in Europe: rethinking restructuring as capitalisation. European Educational Research Journal, 7(2), 195-207.
6. Biesta, G. (1999) Radical intersubjectivity: reflections on the 'different' foundation of education. Studies in Philosophy and Education, 18, 203-220.
7. Biesta, G. (2004) 'Mind the gap!' Communication and the educational relation. In C. W. Bingham and A. M. Sidorkin (Eds), No education without relation (New York: P. Lang), 11-22.
8. Biesta, G. (2005) Against learning. Reclaiming a language for education in an age of learning. Nordisk pedagogik, 25, 54-66.
9. Biesta, G. (2008) Five theses on complexity reduction and its politics. Paper presented at the Annual Meeting of the American Educational Research Association, 24-28 March, New York, USA.
10. Biesta, G. (2009) Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 2(1), 33-46
11. Bingham, C. and Sidorkin, A. M. (2004) The pedagogy of relation: an introduction. In C. Bingham and A. M. Sidorkin (Eds), No Education Without Relation (New York: P. Lang), 1-4.
12. Bogotch, I., Mirón, L. and Biesta, G. (2007) 'Effective for what; effective for whom?' Two questions SESI should not ignore. In T. Townsend (ed.), International Handbook of School Effectiveness and Improvement. P. 1 (Dordrecht; London: Springer), 93-110.
13. Bottery, M. and Wright, N. (2000) Teachers and the State: Towards a Directed Profession (London: Routledge).
14. Carlsson, L. (2006) Medborgarskap som demokratins praktiska uttryck i skolan. Diskursiva konstruktioner av gymnasieskolans elever som medborgare [Citizenship as the practical expression of democracy at school. Discursive constructions of upper secondary pupils as citizens]. (Diss.Växjö: Växjö University Press).
15. Cornelius-White, J. (2007) Learner-centered teacher-student relationships are effective: a meta-analysis. Review of Educational Research, 77(1), 113-143.
16. Creswell, J. W. (2007) Qualitative Inquiry & Research Design: Choosing Among Five Approaches (2nd edn) (London: SAGE).
17. Dadds, M. (2001) The politics of pedagogy. Teachers and Teaching: Theory and Practice, 7(1), 43-58.
18. Denzin, N. K. and Lincoln, Y. S. (2005) The Sage Handbook of Qualitative Research (3rd edn)(Thousand Oaks, California: Sage).
19. Endres, B. (2007) The conflict between interpersonal relations and abstract systems in education. Educational Theory, 57(2), 171-186.
20. Englund, T. (1986) Curriculum as a Political Problem: Changing Educational Conceptions, With Special Reference to Citizenship Education (Lund: Studentlitteratur).
21. Englund, T. (1997) Towards a dynamic analysis of the content of schooling: narrow and broad didactics in Sweden. Journal of Curriculum Studies, 29(3), 267-288.
22. Englund, T. and Quennerstedt, A. (2008) Linking curriculum theory and linguistics: the performative use of 'equivalence' as an educational policy concept. Journal of Curriculum Studies, 40(6), 713-724.
23. Fielding, M. (2006) Leadership, radical student engagement and the necessity of person-centred education. International Journal of Leadership in Education, 9(4), 299-313.
24. Forsberg, E. and Wallin, E. (2006) Bokslut [Closing of the book]. In E. Forsberg and E. Wallin (Eds), Skolans kontrollregim ett kontraproduktivt system för styrning? [The control regime of schools-a counterproductive system of governance?] (Stockholm: HLS förlag), 172-183.
25. Frelin, A. (2010) Teachers' Relational Practice and Professionality (Diss. Uppsala: Uppsala University).
26. Gewirtz, S. (1997) Post-welfarism and the reconstruction of teachers' work in the UK. Journal of Education Policy, 12(4), 217-231.
27. Goodson, I. F. and Hargreaves, A. (1996) Teachers' Professional Lives (London; Washington: Falmer Press).
28. Grannäs, J. (forthcoming) Framtidens demokratiska medborgare. Ungdomar om medborgarskap och demokratifostran i svensk skola [Future Democratic Citizens: Young people on Citizenship and Democratic Fostering in Swedish Schools] (Diss. Uppsala: Uppsala University).
29. Grannäs, J. and Frelin, A. (2010) Present v/s absent presence. Visualizing uncounted occurrences in education. Paper presented at the Nordic Educational Research Association congress, The Curriculum Research Network, Malmö, 11-13 March 2010.
30. Hargreaves, A. (2000) Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice, 6(2), 151-182.
31. Hirtt, N. (2004) The three axes of school merchandization. European Educational Research Journal, 3(2), 442-453.
32. Hopmann, S. (2007) Restrained teaching: the common core of Didaktik. European Educational Research Journal, 6(2), 109-124.
33. Hopmann, S. T. (2008) No child, no school, no state left behind: schooling in the age of accountability. Journal of Curriculum Studies, 40(4), 417-456.
34. Hursh, D. (2007) Assessing No Child Left Behind and the rise of neoliberal. Education Policies, 44, 493-518.
35. Jackson, P. W. (1990) Life in classrooms (New York: Teachers College Press).
36. Jeffrey, B. (2002) Performativity and primary teacher relations. Journal of Education Policy, 17(5), 531-546.
37. Keith, M. and Pile, S. (1993) Place and the politics of identity. London: Routledge.
38. Lindensjö, B. and Lundgren, U. P. (2000) Utbildningsreformer och politisk styrning (Stockholm: HLS förl).
39. Lyon McDaniel, B. (2004) Between strangers and soul mates: care and moral dialogue. In C. W. Bingham and A. M. Sidorkin (Eds), No Education Without Relation (New York: P. Lang), 91-101.
40. Margonis, F. (2004) From student resistance to educative engagement: a case study in building powerful student-teacher relationships. In C. W. Bingham and A. M. Sidorkin (Eds), No Education Without Relation (New York: P. Lang), 39-53.
41. Merriam, S. B. (1998) Qualitative Research and Case Study Applications in Education (Rev. and expanded ed.) (San Francisco: Jossey-Bass).
42. nd edn) (Thousand Oaks, CA: Sage).
43. Moos, L. (2006) Fra politiske demokratidiskurser mod markedsorienterede effektivitetsdiskurser [From political discourses of democracy towards marketoriented discourses of effectiveness]. Nordisk pedagogik, 26, 322-332.
44. st edn) (Stockholm: National Agency for Education).
45. Osberg, D. and Biesta, G. (2008) The emergent curriculum: navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies, 40(3), 313-328.
46. Osberg, D., Biesta, G. and Cilliers, P. (2008) From representation to emergence: Complexity's challenge to the epistemology of schooling. Educational Philosophy and Theory, 40(1), 213-227.
47. Proposition (2008/09:87) Tydligare mål och kunskapskravnya läroplaner för skolan [Swedish Government Bill 2008/09:87. Clearer goals and knowledge requirements-new curricula for the school] (Stockholm: Fritzes).
48. Rinne, R., Kallo, J. and Hokka, S. (2004) Too eager to comply? OECD education policies and the Finnish response. European Educational Research Journal, 3(2), 454-485.
49. Rodgers, C. R. and Raider-Roth, M. B. (2006) Presence in teaching. Teachers and Teaching, 12(3), 265-287.
50. Säfström, C. A. (2005) The European knowledge society and the diminishing state control of education: the case of Sweden. Journal of Education Policy, 20(5), 583.
51. Simons, M. and Masschelein, J. (2008) The governmentalization of learning and the assemblage of a learning apparatus. Educational Theory, 58(4), 391-415.
52. Smyth, J. (2007) Teacher development against the policy reform grain: an argument for recapturing relationships in teaching and learning. Teacher Development, 11(2), 221-236.
53. SOU (2007) Tydliga mål och kunskapskrav i grundskolan [Swedish Government Official Report 2007:28. Clear goals and knowledge requirements in the nine year compulsory school] (Stockholm: Fritzes).
54. Stake, R. E. (2006) Multiple Case Study Analysis (New York: The Guilford Press).
55. Vanderstraeten, R. and Biesta, G. (2006) How is education possible? Pragmatism, communication and the social organisation of education. British Journal of Educational Studies, 54(2), 160-174.
56. Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity (Cambridge: Cambridge University Press).
57. rd edn) (Thousand Oaks, CA: Sage Publications).
58. Zackari, G., Stalfelt, P., Modigh, F. and Ohlson Wallin, E. (2000) Värdegrundsboken: om samtal för demokrati i skolan [The value foundation book: on conversations for democracy in school] (Stockholm: Värdegrundsprojektet Utbildningsdep Regeringskansliet).