SMALL SCHOOLS IN SMALL SCHOOLS IN SMALL SMALL

COMMUNIITIESCOMMUNIITIES

Teaching and Teaching and learning in contextlearning in context

Background for the studyBackground for the study

• Theoretical: Theoretical:

What makes rural teaching What makes rural teaching different?different?

What difference does it make?What difference does it make?

• Practical:Practical:

To extend knowledge about To extend knowledge about contexual contexual teaching and learning in teaching and learning in small rural schools small rural schools

Research questionsResearch questions

• What characterizes What characterizes differencedifference in in pedagogical action and learning in pedagogical action and learning in small rural schools?small rural schools?

• What What meaningsmeanings of teaching and learning underlie of teaching and learning underlie the pedagogical action in these small schools?the pedagogical action in these small schools?

• What characterizes the What characterizes the organising and organising and accomplishment of the processesaccomplishment of the processes of learning and of learning and teaching?teaching?

• Which Which learning-contextslearning-contexts are created due to the are created due to the understandings and practices in these small understandings and practices in these small schools?schools?

Theoretical approachTheoretical approach

• Socialconstructivist theorySocialconstructivist theory

• Discourse theoryDiscourse theory

• Social cultural learning theorySocial cultural learning theory

Design and methodDesign and method• Three case studies in different rural locationsThree case studies in different rural locations

- strategic selection of informants and - strategic selection of informants and schools :schools :

- two island communities- two island communities(5 teachers – 22 pupils) (5 teachers – 22 pupils) (2 teachers – 43 pupils)(2 teachers – 43 pupils)

- one inland community - one inland community ((5 teachers – 23 pupils)5 teachers – 23 pupils)

• Conversational interviews Conversational interviews • Observations of interactions between teachers Observations of interactions between teachers

and pupilsand pupils• Cultural tools (plans, works, projects, exhibitions Cultural tools (plans, works, projects, exhibitions

etc.)etc.)

Analysis and Analysis and interpretationinterpretation

School, community and culture

Teaching and professional

practice

Learning and knowledge

The school in a learning community Social and cultural values Structures and strategies

The complex role of the teacher Teaching and learning situations Assessment Interaction and relationships

Learningprocesses Identity Opportunities and challenges for learning

Fig. 1: Model for structuring the analysis

Findings:Findings:

Joint issues Characteristics

Connections between school and everyday life - place as social and cultural identity- the school as arena for local and social integration- joint key-aktivities between school and community- use of learning- ressources in arenas outside the school

The school`s function - creating significant and identity-shaping relations- creating a confident learning-environment- reproducing communal values and traditions- culture and society-building- providing the pupils a base for life-long learning – both socially and academically

Normative and central mechanisms -”big is best”- normative comparisons with larger schools: - economization and officiency- curriculum as a generalized standard- standardized teacher`s competance experience of social and cultural difference normalization

Social cultural values - ” the best for the community”- joint models of authority between school and home- distinct frames and clarified roles- social and cultural competance- common actions and practices- multiage interaction

Pedagogical thinking - high social and academic expectations- to identify with the local culture- to qualify for higher education- local involvement and participation

The role of the teacher - double relations - general society-relations vs local foundation- an extended role- high grade of visability - intimacy vs professional distance- competance: allround – teacher vs specialized teacher- unreflected ”common sense” - attitude

Communication and development of communicative skills

- mutual communication in close relationships between pupils and adults i various activities- opportunities to express, maintain and redefine own identity

Organizing teaching and learning-situations - contextual rationality- various ways of organizing (individual, multigrade, homogeneous groups, whole class)- differenziation within subjects- normalization to standards (full-grade teaching)

Teaching and cognitive challenges of learning - meaningful activities in meaningful relationships - flexibility- structural and instructive organizing- scaffolding - peers as resources for each other- interaction and communication

Learning-results - independence- contextual confidence - interaction across ages- socialized community norms and skills- responsible social conduct- experiences with successful interaction

Fig.2.Characteristics of small rural schools

InterpretationInterpretation

• General cultural standards General cultural standards • AdjustmentAdjustment• ResistanceResistance• DilemmasDilemmas• Two rationales: Two rationales:

– double relationshipsdouble relationships- place- place

- - contextualizationcontextualization- decontextualization- decontextualization

DiscussionDiscussion- - the small rural school as the small rural school as

differentdifferent•The construction of The construction of

meaningmeaning– Different historical discourses Different historical discourses

produce the rural school as produce the rural school as different from the urban schooldifferent from the urban school

– Cultural resistance as differenceCultural resistance as difference– Adjustment as differenceAdjustment as difference

DiscussionDiscussion- - the small rural school as the small rural school as

differentdifferent• Mediating processes and learning-Mediating processes and learning-

contextscontexts– decontextualized learning as decontextualized learning as

normalisationnormalisation– contextualized learning as meaningful contextualized learning as meaningful

learning in meaningful relationshipslearning in meaningful relationships– the significance of size, visability the significance of size, visability

flexibility and unique opportunities for flexibility and unique opportunities for interaction in close relations in small interaction in close relations in small communities.communities.

DiscussionDiscussion- - the small rural school as the small rural school as

differentdifferent•The small rural school as The small rural school as

an identifying contextan identifying context- - double intentions:double intentions:

- place and local knowledge - place and local knowledge specific and specific and valuable valuable

- academic decontextualized - academic decontextualized knowledge and knowledge and education education necessary to develope one`s own necessary to develope one`s own potensials, and to get a good future potensials, and to get a good future

SMALL SCHOOLS IN SMALL SCHOOLS IN SMALL COMMUNIITIESSMALL COMMUNIITIES

Teaching and learning in Teaching and learning in contextcontext