2. SMALL SCHOOLS IN SMALL COMMUNIITIES Teaching and learning in context

3. Background for the study Theoretical:Theoretical: What makes rural teaching different? What difference does it make? Practical:Practical: To extend knowledge about contexual teaching and learning in small rural schools

4. Research questions What characterizes difference in pedagogical action and learning in small rural schools?What characterizes difference in pedagogical action and learning in small rural schools? What meanings of teaching and learning underlie the pedagogical action in these small schools?What meanings of teaching and learning underlie the pedagogical action in these small schools? What characterizes the organising and accomplishment of the processes of learning and teaching?What characterizes the organising and accomplishment of the processes of learning and teaching? Which learning-contexts are created due to the understandings and practices in these small schools?Which learning-contexts are created due to the understandings and practices in these small schools?

5. Theoretical approach Socialconstructivist theorySocialconstructivist theory Discourse theoryDiscourse theory Social cultural learning theorySocial cultural learning theory

6. Design and method Three case studies in different rural locationsThree case studies in different rural locations - strategic selection of informants and schools : - two island communities (5 teachers – 22 pupils) (2 teachers – 43 pupils) - one inland community (5 teachers – 23 pupils) Conversational interviewsConversational interviews Observations of interactions between teachers and pupilsObservations of interactions between teachers and pupils Cultural tools (plans, works, projects, exhibitions etc.)Cultural tools (plans, works, projects, exhibitions etc.)

7. Analysis and interpretation School, community and culture Teaching and professional practice Learning and knowledge  The school in a learning community  Social and cultural values  Structures and strategies  The complex role of the teacher  Teaching and learning situations  Assessment  Interaction and relationships  Learningprocesses  Identity  Opportunities and challenges for learning Fig. 1: Model for structuring the analysis

8. Findings: Joint issuesCharacteristics Connections between school and everyday life- place as social and cultural identity - the school as arena for local and social integration - joint key-aktivities between school and community - use of learning- ressources in arenas outside the school The school`s function- creating significant and identity-shaping relations - creating a confident learning-environment - reproducing communal values and traditions - culture and society-building - providing the pupils a base for life-long learning – both socially and academically Normative and central mechanisms-”big is best”- normative comparisons with larger schools: - economization and officiency - curriculum as a generalized standard - standardized teacher`s competance  experience of social and cultural difference  normalization

9. Social cultural values- ” the best for the community” - joint models of authority between school and home - distinct frames and clarified roles - social and cultural competance - common actions and practices - multiage interaction Pedagogical thinking- high social and academic expectations - to identify with the local culture - to qualify for higher education - local involvement and participation The role of the teacher- double relations - general society-relations vs local foundation - an extended role - high grade of visability - intimacy vs professional distance - competance: allround – teacher vs specialized teacher - unreflected ”common sense” - attitude Communication and development of communicative skills - mutual communication in close relationships between pupils and adults i various activities - opportunities to express, maintain and redefine own identity

10. Organizing teaching and learning-situations- contextual rationality - various ways of organizing (individual, multigrade, homogeneous groups, whole class) - differenziation within subjects - normalization to standards (full-grade teaching) Teaching and cognitive challenges of learning- meaningful activities in meaningful relationships - flexibility - structural and instructive organizing - scaffolding - peers as resources for each other - interaction and communication Learning-results- independence - contextual confidence - interaction across ages - socialized community norms and skills - responsible social conduct - experiences with successful interaction Fig.2.Characteristics of small rural schools

11. Interpretation General cultural standardsGeneral cultural standards AdjustmentAdjustment ResistanceResistance DilemmasDilemmas Two rationales:Two rationales: –double relationships - place - contextualization - decontextualization

12. Discussion - the small rural school as different The construction of meaningThe construction of meaning –Different historical discourses produce the rural school as different from the urban school –Cultural resistance as difference –Adjustment as difference

13. Discussion - the small rural school as different Mediating processes and learning- contextsMediating processes and learning- contexts – decontextualized learning as normalisation –contextualized learning as meaningful learning in meaningful relationships –the significance of size, visability flexibility and unique opportunities for interaction in close relations in small communities.

14. Discussion - the small rural school as different The small rural school as an identifying contextThe small rural school as an identifying context - double intentions: - place and local knowledge specific and valuable - academic decontextualized knowledge and education necessary to develope one`s own potensials, and to get a good future

15. SMALL SCHOOLS IN SMALL COMMUNIITIES Teaching and learning in context