Spaces, Times, and Knowledge for a Reflective Subjectivity in the Bellaterra Primary School

  • Alejandra Bosco Univ. Autònoma de Barcelona
  • Montserrat Rifà-Valls Univ. Autònoma de Barcelona
Keywords: children's subjectivity, narrative inquiry, case study, primary school education, research subjectivity, constructing subjectivity

Abstract

In this article we present the results of a narrative inquiry into the construction of subjectivity in primary schools. In this study the researchers' own subjectivities came under the same scrutiny as those who were the focus of the research, and were placed in relation to them. We will discuss the doubts that arose as we carried out our research as well as how our positions as researchers changed over the course of the study. We will also describe our attempts to give voice to teachers and learners through our narratives. This goal led us to produce an account of subjectivity that was relational, process-based, and, sometimes, fragmented. Our interpretation of the representation of childhood/learners and learning in school is based upon how the teachers we have worked with shared a reflective, integral, cooperative, and community view of learning. We will also discuss how learners develop forms of positioning, identification, and differentiation depending on their relationships with others. In this way we have been able to reconstruct the way in which learners' subjectivities are formed by narrating scenes observed in classrooms with different groups of peers, and in other areas of the school where these groups carry out different activities. URN: urn:nbn:de:0114-fqs0902273

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Author Biographies

Alejandra Bosco, Univ. Autònoma de Barcelona
Alejandra BOSCO: Es profesora del Departamento de Pedagogía Aplicada de la Facultad de Ciencias de la Educación en la Universitat Autònoma de Barcelona. En su trabajo de investigación ha experimentado el uso de diversas estrategias metodológicas vinculadas al paradigma cualitativo, y aplicadas principalmente al estudio de innovaciones curriculares en los centros educativos, y su papel en el desarrollo de los sujetos implicados.
Montserrat Rifà-Valls, Univ. Autònoma de Barcelona
Montserrat RIFÁ-VALLS: Es profesora del Departamento de Didáctica de la Expresión Musical, Plástica y Corporal de la Facultad de Ciencias de la Educación en la Universitat Autònoma de Barcelona. En sus investigaciones experimenta mediante metodologías visuales para narrar el currículum como proceso y la construcción de la subjetividad y la diversidad en la escuela.
Published
2009-05-30
How to Cite
Bosco, A., & Rifà-Valls, M. (2009). Spaces, Times, and Knowledge for a Reflective Subjectivity in the Bellaterra Primary School. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(2). https://doi.org/10.17169/fqs-10.2.1312
Section
Research Practices: Visual Analysis