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- W1525823183 abstract "This thesis aims to create an empirical and theoretical displacement related to participation as a concept and practice, focusing various action forces. Important questions related to ontology and epistemology in relation to substantial and methodological questions are raised. From a poststructural inspired research position the thesis explores a very limited number of empirical examples. By putting theory (philosophical concepts from Deleuze and Guattari), the empirical examples and paintings to work in rhizomatic ways, attention is drawn to how different action forces may negotiate influence. The empirical examples are constructed based on several conversations with pre-school teachers and students in Early childhood studies. In addition extracts from two field notes are used.The four research articles examine various action forces at work in educational practices and show how it is possible to attribute agency and influence to such action forces. The thesis suggests a shift from regarding participation as a vertical distribution of goods or privileges (from adults to children) to a more horizontal understanding that opens up to a focus on different negotiations (how they work and how strong they appear to be) between different action forces (human, material and discursive). This shift in approach challenges the habitual idea/ideal of pedagogical control and actualizes new questions related to ethics in pedagogical practices." @default.
- W1525823183 created "2016-06-24" @default.
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- W1525823183 date "2009-01-01" @default.
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- W1525823183 title "A pedagogy of listening- following different and unknown pathways" @default.
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