Att utmana erfarenheter – kunskapsutveckling i en forskningscirkel
- Författare
- Andersson, Fia
- Titel
- Att utmana erfarenheter – kunskapsutveckling i en forskningscirkel
- Utgivningsår
- 2007
- Stad
- Stockholm
- Utgivare
- Stockholms universitet
- Sammanfattning
To challenge experiences. Generation of knowledge in a research circle.
This thesis aims at describing and analysing the process and content in
knowledge development within a research circle. The participants in this
circle are seven teachers who work with multilingual children diagnosed
within the autism spectrum, and me as a researcher.
The study is conducted within the tradition of participatory-oriented
research. The research issue concerns the questions these teachers ask
themselves in their everyday work.
The study, consisting of twelve meetings, was carried out during 2004-
2005. In the final meeting material collected in the circle was analysed
together by all participants. The knowledge-content analysis disclosed four
main themes: mother-tongue issues, disabilities and diagnoses, the issue of
frames and matters related to working with parents and other professionals.
The results show that once a child is diagnosed within the autism
spectrum the diagnosis "takes over" and mother-tongue instruction is
seldom discussed.
The participants in the circle found it difficult to collaborate with the
various authorities involved in working with a child and its family. They
also found it difficult to communicate with parents, due to language
barriers, different cultural contexts, and the observation that interpreters did
not translate properly. The participants noted an existing hierarchy in
relation to doctors and psychologists, regarded as having the mandate to
assess a child's ability and suggest placement in class.
A conclusion is that the work of the teachers entails a high degree of
complexity and that knowledge meetings and collaboration between
parents, teachers, and the various authorities are needed. During the circle
process emancipating collective knowledge was constructed transcending
what any participant had from the start. Experiences discussed in
continuing dialogues, and in an on-going process, seem to be essential for
generation of knowledge. When experiences were challenged, potentials for
different actions were revealed.