Change search
ReferencesLink to record
Permanent link

Direct link
On the remediation, relativisation and reflexivity of mother tongue education
Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education). (Skolämnesparadigm och undervisningspraktik i skärmkulturen)
2014 (English)In: Education Inquiry, ISSN 2000-4508, Vol. 5, no 2, 171-194 p.Article in journal (Refereed) Published
Abstract [en]

In this article, education is regarded as a medium (Salomon, 2000). i.e. a channel for the transmission of knowledge with its specifically and historically defined form and content. From a media ecology perspective, media are not neutral, transparent or value-free channels for transporting information. Instead, the inherent physical structures and symbolic form of media play a decisive role in the design of what and how information is coded and transferred and hence also how it is decoded. It is the structure of the medium that determines the content and nature of the information. In our digital era this medium, i.e. education, is now being remediated (Bolter & Grusin, 2002). With this point of departure, in this article traditional education is placed on a par with a coherent text in the form of an essay. This implies that what typifies an essay in a transferred sense is characteristic of traditional education based on paper, pencil and book technologies. In a new media ecology context, what is polyvocal, interactive and transient is also becoming characteristic of education in its capacity as a medium. Like all remediation this also offers a promise of reforms and changes in the sense of remoulding, which partly corresponds to all the expectations placed on new media as regards the possibilities to develop education, for teaching and for pupils’ learning. This article aims to indicate and discuss what is identified as a relativisation that appears when schools and teaching are remediated and which manifests itself on three different levels in schools, i.e. regarding: (1) the content of the teaching; (2) the forms of teaching; and (3) the relations in the classroom. The examples are taken from teaching of the school subject Swedish (mother tongue). 

Place, publisher, year, edition, pages
Umeå: Umeå University , 2014. Vol. 5, no 2, 171-194 p.
Keyword [en]
relativisation remediation, polyvocal
National Category
Specific Languages
Research subject
educational work
URN: urn:nbn:se:umu:diva-89525DOI: 10.3402/edui.v5.23184OAI: diva2:721257
Skolämnesparadigm och undervisningspraktik i skärmkulturen
Swedish Research Council
Available from: 2014-06-03 Created: 2014-06-03 Last updated: 2014-06-10Bibliographically approved

Open Access in DiVA

fulltext(539 kB)158 downloads
File information
File name FULLTEXT01.pdfFile size 539 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Erixon, Per-Olof
By organisation
Department of Creative Studies (Teacher Education)
In the same journal
Education Inquiry
Specific Languages

Search outside of DiVA

GoogleGoogle Scholar
Total: 158 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

Altmetric score

Total: 133 hits
ReferencesLink to record
Permanent link

Direct link