EN NY START - DPU
EN NY START - DPU
EN NY START - DPU
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Et analysestrategisk greb med tid..................................................................................................81<br />
Spatialitet, analysestrategisk .........................................................................................................83<br />
De hverdagslige teknologier ......................................................................................................83<br />
Pædagogisk arkitektur ...............................................................................................................83<br />
Krop................................................................................................................................................84<br />
Simultanitet, men ikke alt kan analyseres og formidles samtidigt................................................84<br />
’Cases’ og analyser ’på tværs’ – formning af kundskabsbidrag.....................................................85<br />
Hvad forpligter jeg mig på: afhandlingens kvalitetskriterier .........................................................86<br />
Præsentation af laboratorier .........................................................................................................87<br />
Kapitel 4.............................................................................................................................................90<br />
Laboratorium nr. 1 .........................................................................................................................90<br />
Indledning ..................................................................................................................................90<br />
Disposition..................................................................................................................................91<br />
X‐skoleelever bliver til: Institutionens begyndende produktion af sig og elever i ’den nye start’ 92<br />
At genkende og finde potentialer..............................................................................................93<br />
Automatiske/uproblematiske bevægelser ................................................................................94<br />
Bevægelser der kræver indsats..................................................................................................95<br />
Lidt for langt fra?........................................................................................................................96<br />
Opsamling af analysedel ................................................................................................................98<br />
Børnenes konstruktioner i bevægelsen mellem to skoleliv.........................................................100<br />
Transformation af det erfarede nederlag til forventet mulighed ...............................................101<br />
Gehørets betydning: at lægge sig adækvat til rette ................................................................101<br />
Bevægelse mod andre elev‐positioner ....................................................................................102<br />
’Fremtid’ og forandring ‐ momentet af intens håbefuldhed ...................................................104<br />
Opsamling ....................................................................................................................................106<br />
Håndtering af – skuffede ‐ forventninger ....................................................................................107<br />
Hvordan maskinen dømmer inde og ude (maskinplan ikke subjektplan) ...............................108<br />
Fra A til B til C...........................................................................................................................111<br />
Opsamling/output........................................................................................................................114<br />
Kapitel 5...........................................................................................................................................116<br />
Laboratorium nr. 2 .......................................................................................................................116<br />
Indledning ................................................................................................................................116<br />
Disposition................................................................................................................................117<br />
Maskulinitet og skole ‐ international forskningskontekst ...........................................................117<br />
Modstandsbegrebet.................................................................................................................119<br />
Brug af modstandsbegrebet i eksperimentet..........................................................................120<br />
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