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Three in one. How to combine theories from different traditions in one study

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A nn a Jo bé r, P hD C an di da te in S ci en ce E du ca tio n, Ma lm ö U ni ve rs ity 周 安 娜 , 博 士 生 , 马 尔 默 大 学 , 教 育 学 院

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H ow to a na ly se th e co lle ct ed d at a? A bs tr ac t q ue st io n: H ow d o I c omb in e th eo rie s fr om di ffe re nt tr ad iti on s in o ne s tu dy ? na tu ra l s ci en ce so ci ol og y ed uc at io na l s ci en ce s F oc us o n th e an al ys is !

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”I ns te ad o f e qu ip pi ng s tu de nt s to p ar tic ip at e th ou gh tfu lly w ith fe llo w ci tiz en s bu ild in g a de mo cr at ic , o pe n an d ju st s oc ie ty , s ch oo l sc ie nc e w ill b e a ke y fa ct or in th e re pr od uc tio n of a n un eq ua l a nd un ju st s oc ie ty ” (L in de r et a l, 20 07 , p .8 ) “t he re is a r is k th at s ch oo l s ci en ce s imp ly ma in ta in s th e st at us q uo an d pu sh es mi no rit ie s ev en fu rt he r to w ar d th e ma rg in s” (T ob in e t al , 1 99 9, p . 1 72 ).

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A ss ump tio ns c on ce rn in g re pr od uc tio n at s ch oo l i n ge ne ra l, an d in sc ho ol s ci en ce in p ar tic ul ar : •S uc ce ss in s ch oo l S ci en ce ( P hy si cs , C he mi st ry a nd B io lo gy ) ha s be en sh ow n to a ct a s a ga te ke ep er to h ig he r ed uc at io n an d br oa de ni ng li fe ch an ce s (B ro ad y & B ör je ss on , 2 00 8; H ar ke r, 1 99 0; L in de r et a l., 2 00 7) . •F ai lu re in ma st er in g S ci en ce a t s ch oo l i s co rr el at ed to lo w s oc ia l c la ss . F or ei gn b ac kg ro un d co rr el at es b ot h to s ch oo l f ai lu re a nd to s oc ia l cl as s, w hi ch ma ke s th e si tu at io n pa rt ic ul ar ly c omp le x (T he S w ed is h N at io na l A ge nc y fo r E du ca tio n, 2 00 9a , 2 00 9b ; E ge lu nd & E id es ga ar d, 20 09 ; G on za le s et a l., 2 00 8; G or ar d & S ee , 2 00 9; G oy et te & Mu lle n, 20 06 ; O E C D , 2 00 7; T ur mo , 2 00 4) . •B ot h su cc es s an d fa ilu re a t s ch oo l p la y an imp or ta nt p ar t i n re pr od uc in g so ci al a nd e co no mi c st ru ct ur es ( B ou rd ie u & P as se ro n, 19 77 ).

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1. H ow is th e re pr od uc tio n of in eq ua lit ie s sh ap ed in th e sc ie nc e cl as sr oo m, re ga rd in g ai ms a nd p ur po se s, g oa ls , c on te nt , a nd a ss es sme nt p ra ct ic es an d cr ite ria ? 2. H ow is th e re pr od uc tio n of in eq ua lit ie s sh ap ed in th e sc ie nc e cl as sr oo m, re ga rd in g cl as sr oo m in te ra ct io ns a nd r el at io ns ? 3. H ow d o st ud en ts ’p os iti on s re ga rd in g ge nd er , e th ni ci ty a nd so ci oe co no mi c ba ck gr ou nd c or re la te a nd in te ra ct ?

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D at a fr om tw o cl as se s fr om tw o di ffe re nt S w ed is h co mp ul so ry s ch oo ls : a) mi dd le c la ss a re a in a s ma ll to w n, s tu de nt s w ith fo re mo st S w ed is h ba ck gr ou nd , y ea r 8 (a ge d 14 a nd 1 5) , s tu de nt s ar e fo llo w ed d ur in g a 5 w ee k un it on P hy si cs . b) mu lti -e th ni c ur ba n ar ea , s tu de nt s fr om d iff er en t ba ck gr ou nd s, y ea r 7 (a ge d 13 a nd 1 4) , s tu de nt s w er e fo llo w ed d ur in g 2 ½ m on th s in cl ud in g un its o f B io lo gy a nd C he mi st ry . E th no gr ap hi c re se ar ch d es ig n, o bs er va tio ns , i nt er vi ew s, r ec or di ng s, fi el d no te s, s tu de nt w or k, s tu de nt q ue st io nn ai re s si mi la r to th e P IS A 2 00 3 S tu de nt qu es tio nn ai re

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T he a na ly si s w ill ma ke u se o f c on ce pt s de riv ed fr om tw o di ffe re nt re se ar ch a re as : •R es ea rc h on s oc io lo gy o f e du ca tio n, r el at in g to th e co nc ep ts o f h a b it u s an d c u lt u ra l c a p it a l (B la ck le dg e & H un t, 19 93 ; B ou rd ie u, 19 92 ; B ou rd ie u & P as se ro n, 1 97 7; H ar ke r, 1 99 0; Mi lls , 2 00 8a , 20 08 b; R ea y, 1 99 5, 2 00 4) . •R es ea rc h on s ci en ce e du ca tio n, c on ce rn ed w ith t he is su es o f ge nd er , e th ni ci ty a nd /o r so ci oe co no mi c ba ck gr ou nd ( A ik en he ad , 19 96 ; C ar te r, 2 00 4; C ob er n & A ik en he ad , 1 99 8; C os ta , 1 99 5; K el ly , 2 00 7; L ee , 2 00 3; L ee & F ra dd , 1 99 6; Mo rt im er & S co tt, 20 03 ; R ot h & T ob in , 2 00 0; T ob in e t a l., 1 99 9; W ic kma n, 2 00 5) .

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E th no gr ap hi c pr oc es s -th e an al ys is is n ot a d is tin ct s ta ge o f t he r es ea rc h pr oc es s, a n on go in g pr oc es s, r ef le xi vi ty H ow to a na ly se c ol le ct ed d at a? H ow d o I c omb in e th eo rie s fr om di ffe re nt tr ad iti on s in o ne s tu dy ? U ni t o f a na ly si s? T ex t a na ly si s, th ic k de sc rip tio ns , an d/ or c at eg or is at io ns ? T A N G IB LE P R O P O S A LS !

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an na .jo be r@ ma h. se

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1. W ha t k in d of p ro bl ems a nd c on ce rn s do I ha ve to d ea l w ith in th e cr os s-se ct io n be tw ee n na tu ra l s ci en ce , e du ca tio n an d so ci ol og y? 2. H ow to r un me th od s in sp ire d by e th no gr ap hy in a c rit ic al pe rs pe ct iv e? 3. W ha t i s m y un it of a na ly si s in th is p oi nt o f i nt er se ct io n? 4. H ow d o I c omb in e th eo rie s fr om di ffe re nt tr ad iti on s in o ne s tu dy ? 5. W ha t i ss ue s an d pr ob le ms c ou ld b e ra is ed r eg ar di ng h ow to u se ma cr o pe rs pe ct iv e in a c la ss ro om se tti ng ? 6. In w ha t w ay c an th e co nc ep t ‘ ha bi tu s’ co nt rib ut e to th e un de rs ta nd in g of r ep ro du ct io n in s ch oo l s ci en ce s ub je ct s? ( S ee fo r ex amp le ( R ea y, 1 99 5, 2 00 4; R ot h & T ob in , 2 00 0; Z ev en be rg en , 20 05 ). 7. H ow c an r es ea rc h in b et w ee n so ci ol og y of e du ca tio n an d sc ie nc e ed uc at io n be c ar rie d ou t? W ha t a re th e me th od ol og ic al a nd th eo re tic al c ha lle ng es in w or ki ng b et w ee n th es e ar ea s? 8. W ha t i mp lic at io ns mi gh t t he r es ul ts o f t he s tu dy h av e fo r sc ie nc e ed uc at io n? H ow c an th is r es ea rc h co nt rib ut e to th e di sc us si on a nd sh ap in g of p ol ic y in s ci en ce e du ca tio n? 9. In w ha t w ay ma y sc ie nc e ed uc at io n se rv e as a k ey fa ct or in re pr od uc in g un eq ua l e co no mi c an d so ci al s tr uc tu re ? 10 . H ow c an s ci en ce e du ca tio n co nt rib ut e to th e on go in g di sc us si on ab ou t c iti ze ns hi p in e du ca tio n?

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H o w t o c o m b in e t h e o ri e s f ro m d if fe re n t tr a d it io n s i n o n e s tu d y T o be p os iti on ed in th e cr os s-se ct io n be tw ee n na tu ra l s ci en ce , e du ca tio n an d so ci ol og y tr ad iti on s, w ha t d oe s it m ea n? W ha t d oe s it im pl y to h av e a cr iti ca l pe rs pe ct iv e on s ci en ce e du ca tio n? It is a w el l k no w n fa ct th at m an y st ud en ts fa il in th e sc ho ol s ci en ce s ub je ct s (O E C D , 20 07 ; S ko lv er ke t, 20 05 ). S tu di es s ho w th at s tu de nt s fo rm d is ad va nt ag ed h om e an d/ or fo re ig n ba ck gr ou nd s ar e fa ili ng to a g re at er e xt en t a nd th er e is a co ns id er ab le r is k th at th ey a re e xc lu de d fr om s ch oo l s ci en ce . I ns te ad o f e qu ip pi ng st ud en ts to ta ke r es po ns ib le a nd th ou gh tfu l d ec is io ns th at b ui ld a de m oc ra tic so ci et y, s ch oo l s ci en ce m ig ht c on tr ib ut e to r ep ro du ce a n un eq ua ls oc ie ty ( B an ks , 20 08 ; L in de r, Ö st m an , & W ic km an , 2 00 7) . T he a im o f m y th es is is to c on tr ib ut e to th e un de rs ta nd in g w hy s o m an y st ud en ts fr om h om e w ith lo w s oc io ec on om ic st an da rd a nd /o r w ith fo re ig n ba ck gr ou nd fa ils in p hy si cs , c he m is tr y an d bi ol og y an d w ha t c on se qu en ce s th is m ig ht h av e. T he s tu dy h as p ro gr es se d to w ar ds a c rit ic al p er sp ec tiv e de al in g w ith q ue st io ns su ch a s: W ha t i s a fa ilu re ? W ho a nd w ha t d et er m in es w ha t c on st itu te s a fa ilu re ? W ho d ec id es w ha t k in d of k no w le dg e to b e in cl ud ed in th e sc ie nt ifi c kn ow le dg e? T he o ve ra ll ai m is to s tu dy h ow r el at io ns o f p ow er a nd s tr uc tu re s ar e re pr od uc ed in sc ho ol a nd p ar tic ul ar in s ch oo l s ci en ce ( B ou rd ie u & P as se ro n, 1 97 7; B ro ad y & B ör je ss on , 2 00 8) . S pr in g 20 10 d at a w ill b e ga th er ed b y us in g m et ho ds fr om th e fie ld s of e th no gr ap hi c st ud ie s. T he d at a w ill b e an al ys ed fr om a s oc io lo gi ca l p er sp ec tiv e by a pp ly in g no tio ns fr om P ie rr e B ou rd ie u (B ou rd ie u & P as se ro n, 1 97 7; B ro ad y, 19 85 ). A t t he N F P F /N E R A c on fe re nc e I w ou ld li ke to d is cu ss fo llo w in g qu es tio ns : W ha t ki nd o f p ro bl em s an d co nc er ns d o I h av e to d ea l w ith in th e cr os s-se ct io n be tw ee n na tu ra l s ci en ce , e du ca tio n an d so ci ol og y? H ow to r un m et ho ds in sp ire d by et hn og ra ph y in a c rit ic al p er sp ec tiv e? W ha t i s m y un it of a na ly si s in th is p oi nt o f in te rs ec tio n? H ow d o I c om bi ne th eo rie s fr om d iff er en t t ra di tio ns in o ne s tu dy ?

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