Skip to content

Information for students, faculty and staff regarding COVID-19. (Updated: 25 January 2021)

printicon

Power in the Science and Technology classroom

Research project Discourses are about what can be said and thought, but also who can speak, when, and with what authority. Discourses embody meaning and social relationships, they constitute both subjectivity and power relations. (Ball 1990, p. 2)

The proposed project asks questions about the constitution of power and knowledge in the physics and technology classrooms; who, in these spaces, can speak, when, and, with what authority; how the teacher enables different forms of participation for the students in their enactment of disciplinary discourses1 and the related pedagogical practices. In essence, the project seeks to provide clues to the workings of inclusions and exclusions in the science and technology (S&T) classroom, especially those enacted in terms of knowledge and those being constituents in learning processes. A central area within educational research is students'constitutions of conceptual and procedural knowledge within different subject areas. The proposed project provides a novel perspective on this area, by exploring what knowledge constitutions that are favoured in relation to the constitution of power relations in the classroom.

Head of project

Maria Berge
Associate professor
E-mail
Email

Project overview

Project period:

2013-01-01 2015-12-31

Participating departments and units at Umeå University

Department of Science and Mathematics Education, Faculty of Science and Technology

Research subject

Educational sciences
  • Project members

    External project members

    Malena Lidar
    Åke Ingerman
    Leif Östman
    Anna Danielsson, PI