Kontextualisering av inquirybegreppet
Kapitel 9. Dirigering av projektarbete i skärningspunkten mellan skola och samhälle
Avhandlingens sista forskningsfråga berör hur elevers handlingar styrs. Denna fråga diskuteras i relation till delstudien som presenteras i kapitel 9. I flera nya studier och analyser av inquiry i skola lyfts lärarens guidning och orkestrering fram (Viilo, Seitamaa-Hakkarainen and Hakkarainen, 2012; Littleton, Scanlon and Sharples, 2012). I analysen i kapitel 9 ägnas uppmärksamhet åt den materiella och sociala organisationen som är del av programmet, och utgör vad Engeström (1998) kallar en “mellannivå” i praktiken. Analysen belyses betydelsen av element i denna sociala och materiella organisation för vad Dewey (1938/1991) benämner som directing eller dirigerande av inquiry.
I kapitel 9 studeras en basgrupps arbete i tema samhällsplanering. Deras arbete med en komplex uppgift i vilken de ska skapa en hypotetisk plan för ett bostadsområde följs under sju veckor. Uppgiften innebär att eleverna ska samla material genom att träffa verkliga intressenter i och samla information som inte finns tillgänglig via andra källor. Denna koppling till det omgivande samhället är en del i organisationen av tema samhällsplanering. Lärarna är involverade i projektet men har inte någon möjlighet att kontinuerligt följa processen, speciellt som eleverna rör sig ut i staden för att göra studiebesök och träffa olika intressenter. I kapitlet analyseras gruppdiskussioner kring planering,
SWEDISH SUMMARY
idéproduktion och dokumentation. Kapitlet avslutas med en beskrivning av en presentation och efterföljande respons från lärarna.
Genom organiserandet av bedömningen och införandet av intressentmodeller styrs elevernas utveckling av projektuppgiften mot tillämpningen av vissa perspektiv och begrepp. Denna inriktning mot vissa typer av perspektiv och resonemang förstärks ytterligare av vad som benämns den ”temporala logiken” i samhällsplaneringsuppgiften. Upplägget gör att eleverna – innan de träffar intressenterna – måste planera vilka de ska träffa och vad de ska fråga.
Genom detta uppstår samtidigt en öppning för elevernas egna erfarenheter av och kunskaper om staden och samhället. Ett sätt att förmedla dessa är små berättelser prövar de vad som kan vara relevanta argument och synpunkter. I detta prövande befinner sig eleverna i skärningspunkten mellan skolan och samhället.
Kapitel 10. Diskussion
I det avslutande synteskapitlet sammanfattas de fyra empiriska kapitlen. Därefter tas teman som spänner över de fyra delanalyserna upp. Det första av dessa behandlar förhandlingsekologin, ett i detta arbete bärande empiriskt fynd. Bakgrunden är att i både tema Afrika och tema Samhällsplanering vävs begrepp, teorier och perspektiv samman med elevernas personliga erfarenheter samt röster och narrativer med ursprung utanför skolans väggar, något som skapar förutsättningar för de olika lärande- och utvecklingsprocesser som pekas ut i de empiriska studierna. Samtliga empiriska kapitel pekar på den centrala roll som förhandlingar av uppgifter, redskap och handlingar har i att realisera en pedagogik i enlighet med inquiry-principer. Förhandlingsekologin spelar alltså en nyckelroll i att skapa villkor för de lärande- och utvecklingsprocesser som observerats.
Ekologibegreppet åsyftar i detta sammanhang systemiska förhållanden mellan element som alla bidrar till att skapa en miljö med vissa karaktäristika. Dessa kan inte reduceras till någon specifik typ av uppgift eller utbildningsformat. Centrala element för förhandlingsekologins organisering på det här studerade programmet pekas ut i kapitel 10. Dessa utgörs av element från PBL och projektarbete, uppgifternas utformning, lärarnas agerande på flera nivåer samt den temporala organisationen av teman. En diskussion kring vart och ett av dessa utvecklas. I en avslutande diskussion lyfts Lemkes (2000) begrepp
heterokroni fram i en analys av hur diskursiva redskap, former för bedömning,
CONTEXTUALIZING INQUIRY
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