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Classroom rules: An investigation of how children and youngsters in the US, Finland and Sweden perceive classroom rules and their connections to [musical] [life] learning
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2011 (English)In: Sustainable development in music education: Plurality and change / [ed] Maria Westvall, Örebro: Örebro Universitet , 2011Conference paper (Other academic)
Abstract [en]

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Teachers are constantly engaged with making decisions for the good of the classroom.  We continually determine actions that govern the present and future life of the students within the confines of our room. We may even consider the present and future life of the school community, society and perhaps even the world.  We do so in many cases by beginning the school year by setting class rules and procedures:Be respectful of yourself and others.Be polite, courteous, and respectful at all times.Be quiet in lines, hallways, and restrooms.Follow DirectionsObey all school rules.Rules are simply common sense.  However, Briztman (1991) reminds us that as a discourse, "common sense depends upon what is already known—the obvious—and hence resists explanations about the complications we live" (p. 7).All (music) classrooms contain social, economical, class related, cultural, ethical and other diversities. There may be the semblance of co-constructed directives, but policies of self-surveillance, false choice, particular ways of knowing and being, and rewards and punishments stabilize the narrative of the status quo.  If instead the differences between pupils/students are encouraged, kept and respected, classrooms can become forum for a kind of listening – a discourse of uncommon sense - that can transcend the room of a home or a local groupRecognizing diversities can lead to new perceptions of learning, where discussions (and music making) are seen as a catalyst for new thinking.  Through interaction new processes can be started that lead to un-known results.  From this point of view the classroom can be seen as a precondition for (musical) “bildung” that contains political dimensions, and is connected to citizenship and being in the world. There is an interesting tension between this way of thinking about the common exists in plurality, based on Hannah Arendt, and traditional ways of thinking about class-room rules and nurturing.This presentation interrogates the "common sense" of rules and rule making from three national perspectives.  With the input of students of all ages, we will present how different participants experience, internalize and view rules, and the attending consequences of such common sense engagements.

Place, publisher, year, edition, pages
Örebro: Örebro Universitet , 2011.
Keyword [en]
Democracy, Hannah Arendt, Classroom rules, youngsters perspective
National Category
Research subject
Curriculum Studies
URN: urn:nbn:se:uu:diva-162548OAI: oai:DiVA.org:uu-162548DiVA: diva2:460754
NNME Nordplus Örebro 7-11 November 2011
Available from: 2011-12-01 Created: 2011-12-01 Last updated: 2013-03-05

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Ferm Thorgersen, Cecilia
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