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The “Auricle” as an Artificial Listener: A four country study on the Pupil´s Experiences During School Lessons
Linnaeus University, Faculty of Social Sciences, Department of Education. (Tacit Dimensions of Pedagogy)ORCID iD: 0000-0003-0328-1971
Nevsehir Haci Bektas Veli University, Turkey.
2016 (English)In: Presented at 45th EERA/ ECER 2016 “Leading Education: The Distinct Contributions of Educational Research and Researchers”, Dublin, 22-26 August, 2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Auricles are ear-shaped material objects made of silicone rubber with a built-in MP3-player one can put on and off without changing the shape of the auricle. The MP3-players are equipped with an integrated microphone, line-in recording, USB 2.0. They will serve as instruments for research in a class of 6-7 year olds and of their teacher for the period of one week. Each child and teacher will be given an Auricle, to use it as a confidential listening device in the classroom.

The project will take place at 4 schools and countries, in the UK (Sheffield), Sweden (Växjö), Turkey (Nevşehir) and Germany (Stuttgart). The study is a follow-up study as the Auricles have been used in the years 2006-2008 for 14 years old in four other countries in Germany (Stuttgart and Berlin), Bulgaria (Sofia), Finland (Vaasa) and Argentina (Neuquen). There are several publications on different topics (like learning strategies, habitus, suffering in classroom lessons).

As a material object the Auricle enables researchers to track the use, movement and interaction with the object over time. In taking forward participatory approaches which seek to access children’s voices, the Auricle deepen understandings of gender, embodiment, belonging, in- and exclusion and identity construction in classroom interactions and patterns. It enables accounts to be made of what matters to children, from a child’s perspective. What goes on in classrooms is entangled with what does on in playgrounds, journeys to school, the home, and life around the home. We will also analyse how attentive practices may be enhanced through children’s interaction with the material object.

In short, new methodological avenues for empirical research to explore the interface and entanglement of humans, non-human materialities, and spaces are opened up (cp. Taylor).

In the following I will unfold methodological references, such as the tacit dimensions of pedagogy-perspective, the research on young people and social media and the “thinking aloud method”.

Place, publisher, year, edition, pages
2016.
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-68315OAI: oai:DiVA.org:lnu-68315DiVA, id: diva2:1148662
Conference
45th European Conference EERA/ ECER 2016 “Leading Education: The Distinct Contributions of Educational Research and Researchers” in Dublin 22-26 August, 2016
Projects
Tacit Dimensions of PedagogyAvailable from: 2017-10-11 Created: 2017-10-11 Last updated: 2017-10-17Bibliographically approved

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