Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
What do the things show us?: learning as displacement
Linnaeus University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0003-0328-1971
2016 (English)In: Culture, Biography & Lifelong Learning, ISSN 2384-3527, E-ISSN 2384-3748, Vol. 2, no 2, 17-30 p.Article in journal (Refereed) Published
Abstract [en]

“What do the things show us?” is the prototype of a question in pedagogical contexts, especially in the context of a conventional school lesson. Usually, there is supposed to be a definite answer to this question. This can be the case, when the thing in question is distinct and clear, easy to describe. Moreover, putting this question and expecting a definite answer can also be done with the intention of limiting the spectrum of possible answers. That may serve didactical purposes, or, the primary aim can be to stabilize the existing social power structures.

However, if there are different concepts of the things in question, or these things are difficult to describe, the pole of the object is faced by diverse subjects perceiving one and the same thing differently. Then there is not only one answer to this question. What does this mean for didactics?

In a setting of explorative learning one and the same thing can be investigated from different angles. Displacement is a didactical strategy of explorative learning. Then, the situational context of locations, things and discourses is taken into account in didactical regards: A fact or a thing changes its meaning and significance by being displaced and relocated into another material or discursive context. A certain thing (also word) thus can, like a motor and sensitive to different contexts of life and professional disciplines, sets going a materially founded and discoursively-symbolic process of interpretation.

Place, publisher, year, edition, pages
2016. Vol. 2, no 2, 17-30 p.
Keyword [en]
Materiality, Pedagogy, Learning, Displacement
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-62526OAI: oai:DiVA.org:lnu-62526DiVA: diva2:1089489
Projects
Tacit Dimensions of Pedagogy
Available from: 2017-04-19 Created: 2017-04-19 Last updated: 2017-04-20Bibliographically approved

Open Access in DiVA

fulltext(233 kB)9 downloads
File information
File name FULLTEXT01.pdfFile size 233 kBChecksum SHA-512
9ff6a3df53849db3692378382aaa0aea9dbfe941a7cdeb73ce1b5cdb6d47dfacb7c8ea0fa5ecfd9fd89d0485c91b562581f49e88c746d8cd6290fe1284362884
Type fulltextMimetype application/pdf

Other links

Full text

Search in DiVA

By author/editor
Kraus, Anja
By organisation
Department of Education
In the same journal
Culture, Biography & Lifelong Learning
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 9 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 33 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf