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dc.contributor.authorBjordal, Fred Rune
dc.contributor.authorSøreide, Gunn Elisabeth
dc.date.accessioned2020-04-06T17:23:41Z
dc.date.available2020-04-06T17:23:41Z
dc.date.created2020-02-22T21:48:56Z
dc.date.issued2020-01
dc.identifier.citationInternational Journal of Learning, Teaching and Educational Research (ILJTER). 2020, 19 (1), 136-158.en_US
dc.identifier.issn1694-2116
dc.identifier.urihttps://hdl.handle.net/11250/2650547
dc.description.abstractDrawing on a study of five Norwegian white papers from the period 2003–2013, this article illuminates how student identity is discursively negotiated and constructed in educational policy documents in a period of transformation in Norwegian education. By employing discourse analysis using ‘the student’ as a nodal point, the white papers are analysed in four phases: (1) identify identity resources, (2) construct subject positions, (3) cluster subject positions into student identities, and (4) identify the discursive governing of student identities. Our analysis of the documents shows how the policy documents draw on traditional and well-known educational discourses, but also how a new discourse, ‘The discourse of compliance’, emerges in this period. In particular, the article discusses possible challenges and dilemmas that might arise, such as the challenge of ‘metonymic transfer’ and ‘the temporal dilemma’, when student identity is negotiated and constructed in the intersection of different educational ideologies and discourses. The article also elucidates how ‘The discourse of compliance’ is relevant for the development of the new Norwegian educational reform of 2020. Our findings are of interest for all actors within the educational context and underscore the importance of investigating student identity in policy research. The article also lays the groundwork for several suggested approaches for further research on the topic.en_US
dc.language.isoengen_US
dc.publisherTresorix Ltd.en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectStudent Identityen_US
dc.subjectEducational Policyen_US
dc.subjectBildungen_US
dc.subjectCompetenceen_US
dc.subjectComplianceen_US
dc.titleThe Discursive Governing of Elementary School Student Identity in Norwegian Educational Policy 2000–2015en_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber136-158en_US
dc.source.volume19en_US
dc.source.journalInternational Journal of Learning, Teaching and Educational Research (ILJTER)en_US
dc.source.issue1en_US
dc.identifier.doihttps://doi.org/10.26803/ijlter.19.1.8
dc.identifier.cristin1796770
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal