ABSTRACT

Studies of children’s participation in school illustrate both societal conflicts about the school and how children in school deal with quite unequal conditions when it comes to handling the conflictuality of school life. Analyses of situated interplay, coordination and conflicts between the parties involved in children’s school lives (children, parents, teachers, psychologists, etc.) can elucidate the connections between intersubjective means of making things work in everyday practice, and historical struggles relating to the school as a societal institution. These dynamics reveal general conflicts over education policy, the distribution of responsibility and in which directions to change society. From a social practice perspective, and based on empirical studies of children’s everyday lives, this article discusses conceptual challenges concerning how to grasp the ways persons constitute the conditions for the acting of each other in a situated interplay in which, together, they must deal with shared societal and historical issues and problems.

摘要

对儿童参与学校的研究既说明了关于学校的社会冲突，也说明了在校儿童在处理学校生活的冲突性时如何处理非常不平等的条件。对参与儿童学校生活的各方（儿童、父母、教师、心理学家等）之间的情境相互作用、协调和冲突的分析可以阐明使事物在日常实践中发挥作用的主体间手段与与学校有关的历史斗争之间的联系作为一个社会机构。这些动态揭示了普遍的冲突教育政策、责任分配以及改变社会的方向。本文从社会实践的角度，并基于对儿童日常生活的实证研究，讨论了有关如何把握人们在情境相互作用中构成彼此行为条件的方式的概念挑战，在这种相互作用中，他们必须共同应对共同的社会和历史问题和问题。