{"id":2021,"date":"2019-11-11T13:30:47","date_gmt":"2019-11-11T12:30:47","guid":{"rendered":"http:\/\/re-move.dk\/?p=2021"},"modified":"2024-11-28T10:00:58","modified_gmt":"2024-11-28T09:00:58","slug":"2021","status":"publish","type":"post","link":"https:\/\/re-move.dk\/?p=2021","title":{"rendered":"Listening to students’ silences"},"content":{"rendered":"

Listening to students’ silences<\/span><\/h2><\/h1><\/div>

A case study examining students\u2019 participation and non-participation in physical education<\/span><\/h3>\n<\/div>
<\/a><\/span><\/div>

Forskning har i mange \u00e5r v\u00e6ret optaget af at vise, hvordan \u201dden skjulte l\u00e6seplan\u201d \u00f8ver indflydelse p\u00e5 inklusions- og eksklusionsprocesserne i idr\u00e6tsundervisningen. \u201dSkjulte l\u00e6seplaner\u201d referer til den l\u00e6ring, der utilsigtet finder sted i forbindelse med uddannelse f.eks. de normer, v\u00e6rdier og overbevisninger, som ubevidst kommunikeres gennem elevernes interaktioner med hinanden.<\/span><\/p>\n

Da \u201dden skjulte l\u00e6seplan\u201d forst\u00e6rker s\u00e6rlige v\u00e6rdier og holdninger blandt eleverne p\u00e5 en meget subtil og ofte ubevidst m\u00e5de, begr\u00e6nses elevernes muligheder for at opdage og dermed ogs\u00e5 fort\u00e6lle herom. Vi argumenterer i artiklen derfor for at yderligere indsigt i elevernes tavshed, er afg\u00f8rende for at forst\u00e5 deres deltagelses- eller ikke-deltagelsesposition i idr\u00e6tsundervisningen.<\/span><\/p>\n

Form\u00e5let med artiklen er at udvikle indsigt i elevernes tavshed. Dette med henblik p\u00e5 at belyse, hvordan de normer, v\u00e6rdier og holdninger, der bevidst og ubevidst kommunikeres mellem eleverne, \u00f8ver indflydelse p\u00e5 deres deltagelses- og ikke-deltagelsesposition i idr\u00e6tsundervisningen.<\/span><\/p>\n

Unders\u00f8gelsen var designet som et single-case studie og blev gennemf\u00f8rt i udskolingen p\u00e5 en multietnisk folkeskole i Danmark. Artiklen bygger p\u00e5 materiale indsamlet gennem fokusgruppeinterviews med elever fra to 7.klasser sammen med observationer af deres idr\u00e6tsundervisning. Observationerne fandt sted \u00e9n gang om ugen i et \u00e5r.<\/span><\/p>\n

Studiet viser, at elevernes venskabsrelationer og interaktioner er yderst v\u00e6sentlige for deres deltagelses- og ikke-deltagelsespositioner i idr\u00e6tsundervisningen. Studiet viser desuden, at de stiltiende beskeder og skjulte betydninger, der viderebringes gennem elevernes venskabsrelationer og interaktioner, ikke altid er indlysende for eleverne selv.<\/span><\/p>\n

Studiet peger endvidere p\u00e5 det forhold, at ikke alle elever er opm\u00e6rksomme p\u00e5 eller har erkendt deres position som ikke-deltagere i idr\u00e6tsundervisningen. De er derfor ogs\u00e5 ude af stand til at forestille sig, at tingene kan v\u00e6re anderledes og at give udtryk for et \u00f8nske om forandring.<\/span><\/p>\n

Dette er kritiske aspekter af elevernes (ikke)-deltagelse, der er sv\u00e6rere at f\u00e5 adgang til, hvis ikke vi s\u00f8ger at lytte til, h\u00f8re og forst\u00e5 eleveners tavshed.<\/span><\/p>\n

Munk, M. & Agergaard, S. (2018). Listening to students\u2019 silences \u2013 a study examining students\u2019 participation and non-participation in physical education. Physical Education and Sport Pedagogy, 23(4), 371-386.<\/em><\/span><\/p>\n<\/div>

Tandfonline<\/span><\/a><\/div>
<\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Tilgange til at forst\u00e5 elevperspektivet har udviklet sig markant de seneste 30 \u00e5r. Inden for idr\u00e6tsforskningen har en s\u00e6rlig opm\u00e6rksomhed v\u00e6ret rettet mod det, som eleverne ikke fort\u00e6ller. I artiklen unders\u00f8ges hvordan vi kan s\u00f8ge at lytte til, h\u00f8re og forst\u00e5 elevernes tavshed med henblik p\u00e5 at forst\u00e5 deres ikke-deltagelse i idr\u00e6tsundervisningen.<\/p>\n","protected":false},"author":11,"featured_media":2024,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[2,300,472],"tags":[166,160,168,120,170],"class_list":["post-2021","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-artikler","category-idraetsundervisning","category-idraetsundervisning-og-artikel","tag-deltagelse","tag-eksklusion","tag-elevperspektiv","tag-inklusion","tag-tavshed"],"rttpg_featured_image_url":{"full":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2.jpg",960,720,false],"landscape":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2.jpg",960,720,false],"portraits":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2.jpg",960,720,false],"thumbnail":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-150x150.jpg",150,150,true],"medium":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-300x225.jpg",300,225,true],"large":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2.jpg",960,720,false],"1536x1536":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2.jpg",960,720,false],"2048x2048":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2.jpg",960,720,false],"trp-custom-language-flag":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-16x12.jpg",16,12,true],"authorship-box-avatar":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-150x150.jpg",150,150,true],"authorship-box-related":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-70x70.jpg",70,70,true],"blog-large":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-669x272.jpg",669,272,true],"blog-medium":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-320x202.jpg",320,202,true],"recent-posts":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-700x441.jpg",700,441,true],"recent-works-thumbnail":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-66x66.jpg",66,66,true],"fusion-200":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-200x150.jpg",200,150,true],"fusion-400":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-400x300.jpg",400,300,true],"fusion-600":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-600x450.jpg",600,450,true],"fusion-800":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-800x600.jpg",800,600,true],"fusion-1200":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2.jpg",960,720,false],"portfolio-full":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-940x400.jpg",940,400,true],"portfolio-one":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-540x272.jpg",540,272,true],"portfolio-two":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-460x295.jpg",460,295,true],"portfolio-three":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-300x214.jpg",300,214,true],"portfolio-five":["https:\/\/re-move.dk\/wp-content\/uploads\/2019\/11\/Inklusion-2-177x142.jpg",177,142,true]},"rttpg_author":{"display_name":"Mette Munk","author_link":"https:\/\/re-move.dk\/?author=11"},"rttpg_comment":0,"rttpg_category":"Artikler<\/a> Idr\u00e6tsundervisning<\/a> Idr\u00e6tsundervisning og artikel<\/a>","rttpg_excerpt":"Tilgange til at forst\u00e5 elevperspektivet har udviklet sig markant de seneste 30 \u00e5r. Inden for idr\u00e6tsforskningen har en s\u00e6rlig opm\u00e6rksomhed v\u00e6ret rettet mod det, som eleverne ikke fort\u00e6ller. 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