Pedagogic Practices in a Deregulated Upper Secondary School: Students' Attempts to Influence Their Everyday Schooling

• In Event: 25.085 - Sheraton Roundtable One - Osgoode Ballroom
  In Roundtable Session: 25.085-5 - Navigating, Surviving, (Re)Constructing, Democratizing Policy and Practice

Abstract

The paper explores strategies, targets, and responses to young people’s attempts to influence pedagogic practices, and their variations between different programs in a deregulated upper secondary school system. Using Bernstein’s code theory, the study draws on ethnographic data from the most popular academic programs in one school in Iceland, the natural science programs and the social science programs. The findings imply that mathematics within the natural science program was a gatekeeper to further studies and that the framing of the subjects within the social science programs was weak, resulting in that a handful of students could reduce lesson time for the whole group. The findings indicate that the deregulated curriculum leads to stronger classification between schools, subjects, and programs.

Authors

• Valgerdur S Bjarnadóttir, University of Iceland

• Elisabet Öhrn, University of Gothenburg

• Monica Johansson, University of Gothenburg