KnowMo: Knowledge in Motion across Contexts of Learning. Investigating Knowledge Practices In and Out of School

Prosjektperiode: 01/09/2012 - 31/08/2016

Institusjon: Det utdanningsvitenskapelige fakultet, Universitetet i Oslo

Prosjektleder: Ola Erstad

Program: Praksisrettet utdanningsforskn

Sammendrag

The project aims to make a a holistic approach towards young peoples lifeworlds, youth culture and learning, including simultaneous studies of young peoples learning experiences in and outside school. The project will contribute to this by emphasizing lin ks between young peoples experiences in school and in three out-of school domains: the family, organized sports and media use. Within each domain, we will describe knowledge practices, identify their characteristics and compare them with learning in schoo l. It is not clear, however, how teachers can bring young peoples experiences outside school into the classroom, and in what ways this strategy will enhance in-school learning. In order to address these important issues, the KnowMo project brings together expertise from youth research and educational research. It does so in closely integrated collaboration with the teacher training programme at Vestfold University College. The project thus responds to PRAKUTs call for research in area 4: Learning in diffe rent societal contexts and arenas. The overarching research questions in this project are: How do teachers handle differences and similarities between knowledge practices in and out of school? And what are the implications of connecting young peoples kno wledge practices from different domains for student learning and teachers didactic strategies? In order to answer these questions we need to (1) describe and analyse the variety of young peoples knowledge practices in different contexts, both within and outside school; and (2) analyse the ways in which these practices are negotiated in relation to knowledge practices in school and the implications for learning therein. Methodologically, the project is founded on longitudinal fieldwork in two local com munities connected to one teacher education college (HiVe), including classroom observations and intervention.