Å se de som ikke krever å bli sett: Anerkjennelse av de stille elevene i skolen
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English: The topic in this master's thesis in adopted education is recognition of the quiet pupils in school. This theme has been investigated based on the following research question: How do teachers experience their opportunities and limitations for recognition of the quiet pupils in school? The purpose of the task is to highlight the teachers' perspectives and experiences of their opportunities and limitations for recognition of pupils with a quiet behavior, with a preconception that quiet pupils do not explicitly require the teacher's attention and recognition. I believe that it is the teacher's responsibility to take advantage of their opportunities for recognition of the quiet pupils in school. Nevertheless, the teachers work within a certain framework, and I therefore believe that it is interesting to investigate how teachers experience their opportunities and limitations for recognition of the quiet pupils in their working day. The research question has been investigated with a qualitative approach, where four primary school teachers have been interviewed. Theoretically, this thesis is rooted in Axel Honneth's recognition theory, a theoretic perspective on the quiet pupils in school, including a critical perspective on the quiet pupils in relation to the school's construction of the “good pupil”. The task has an inductive character because the analysis of the teachers' opinions and experiences form the basis for which categories are discussed, as well as for the choice of considerable amount of theory and previous research first presented in the discussion chapter. This is discussed in conjunction with the thesis's theoretical grounding, which is concentrated on the main pillars of the research question; recognition and the quiet pupils. According to my findings, the interviewed teachers emphasize class size, the number of teachers/adults present, learning environment, the role as a homeroom teacher and teaching one group of pupils on a regular basis, routines and the context of teaching when talking about opportunities and limitations for recognition of the quiet pupils. Based on the analysis of the data material, one main category has been established that the teachers during the interviews all attach to the mentioned subcategories, and that is time and opportunity to establish close relationships with the pupils. The categories, which are based on the teachers' statements and experiences, form the basis for the discussion chapter. By extension, I choose to critically discuss whether the school system enables the quiet pupils to experience recognition in school life.
Mastergradsoppgave i tilpasset opplæring, Høgskolen i Innlandet, 2019.