Suchergebnisse

I artiklen præsenteres en mediesociologisk analyse af, hvordan magtrelationerne mellem lærere og elever former sig, når de formidles gennem digitale netværksmedier. Empirisk tages der afsæt i tre cases hentet fra gymnasial undervisning. Den tese, der forsvares i artiklen er, at magtrelationerne dekonstrueres i den aktuelle undervisning, men at dette hverken sker på en entydig, deterministisk eller for undervisningen totalt opløsende måde. Der argumenteres for, at den samfundsmæssige undervisning grundet de digitale medier befinder sig på et evolutionært mutationsstadium, hvor den i relation til magt kommer til udtryk på forskellig vis. Artiklen bidrager til forståelse af processen ved at stille en begrebsramme op og ved gennem de empiriske cases at vise forskellige positioner i forhold til, hvordan magt kommer til udtryk i den nuværende undervisning i danske gymnasieskoler.

Søgeord: Medier, magt, undervisning, interaktion, dekonstruktion.

ENGELSK ABSTRACT:
Jesper Tække and Michael Paulsen: Digital Media and Power in Teaching

This article is a media sociological study of how power relations between teachers and students emerge and vanish with the introduction of wireless network in classroom interactions. The analysis is based on three case studies from Danish upper secondary schools. The argument being defended in the article is that the long-established power relations between teachers and students are deconstructed through interaction with new media, but that the deconstruction does not occur in an unambiguous, deterministic or for teaching totally dissolving way. It is argued that the education system is at a stage of evolutionary mutation because of digital media and wireless networks, where power in teaching evolves in many diff erent ways. This article contributes to understanding the new power relations arising through the use of digital media and wireless networks by providing a conceptual framework and applying
this in a current situation.

Key words: Media, power, education, interaction, deconstruction.

Today, English is the predominant foreign language in Denmark and it is so widely spread that many people are concerned for the Danish language. But this is a recent development. As late as a hundred years ago, one could pass one's A-levels without ever having read a single word of English, and even students of the science side were taught more Latin than students of the Classical languages are today. It was the school reforms in 1903 that broke away from the grammar school and gave the modern languages a key position in both the primary, lower secondary and upper secondary schools. From having been scorned as a language of commerce, English was now recognized as a valid cultural language. The book outlines this development and discusses questions, such as: Why did it take so long for the English language to become part of the general education? What connected the Danish political-cultural orientation after 1964 and the development of the language subjects in the schools? Why was the
school of Modern languages successful at first when later, in the 1930s, it came up against an identity crisis?

The book provides a historical perspective for the topical debate in the upper secondary schools and proves that many of the arguments in this debate have been heard before.