G4 Doctoral dissertation (monograph)
"Aika paljon sai tehdä, kunhan se liittyi siihen historiaan ja opetussuunnitelmaan" : oppilaiden valtaistuminen yläkoulun historian tunneilla (2021)
"We were able to do pretty much as we wanted as long as it had something to do with the curriculum and history" : the empowerment of pupils in junior high school history lessons


Kristiansson, J. (2021). "Aika paljon sai tehdä, kunhan se liittyi siihen historiaan ja opetussuunnitelmaan" : oppilaiden valtaistuminen yläkoulun historian tunneilla [Doctoral dissertation]. Jyväskylän yliopisto. JYU Dissertations, 389. http://urn.fi/URN:ISBN:978-951-39-8680-3


JYU authors or editors


Publication details

All authors or editors: Kristiansson, Jesper

eISBN: 978-951-39-8680-3

Journal or series: JYU Dissertations

eISSN: 2489-9003

Publication year: 2021

Number in series: 389

Number of pages in the book: 181

Publisher: Jyväskylän yliopisto

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: Finnish

Persistent website address: http://urn.fi/URN:ISBN:978-951-39-8680-3

Publication open access: Openly available

Publication channel open access: Open Access channel


Abstract

My research aim was to identify what happens in a junior high school history class when pupils gain a certain amount of power. I applied the philosophy of Jacques Rancière and other advocates of critical pedagogy in practice to create a suitable environment for education on democracy and empowerment. As a teacher, I gradually granted more power to my pupils. At the final stage of the experiment, my pupils were given the freedom to study history from the curriculum as they wanted to. The practical part of the research was carried out as a three-year action research. I gathered a large amount of research material from my four research groups. This material included lesson diaries, interviews, and all the tasks my pupils performed during the research. By analyzing the material, I answered my research questions: How did my pupils study history, what did they learn, and were they empowered? The pupils explored history, for example, by watching YouTube videos. The most common schoolwork they did was to write a short essay about a historical subject. The pupils were interested in the gamification of learning. However, the curricula requirements limited the pupils’ ability to study without a teacher. Although the pupils reported good learning results in self-assessments, they did not present much source criticism or historical interpretations in the schoolwork they returned. They learned independent study skills and IT skills. The pupils enthusiastically embraced responsibility and freedom, developed into independent learners, and were empowered. Furthermore, this teaching method supported democracy education. In the school setting, teachers have a great deal of power, which they cannot - and should not - relinquish entirely. However, certainly the pupils can study without a teacher who is actively guiding the learning process.


Keywords: history; teaching and instruction; educational methods; teaching experiments; teaching profession; school children; social inclusion; self-direction; students' works; empowerment; critical pedagogy; action research

Free keywords: basic education; democracy education; empowerment; history teaching


Contributing organizations


Ministry reporting: Yes


Last updated on 2021-08-07 at 11:20