Body, Space and Time – and their Influences on Trustful Relationships in the Classroom
A trustful relationship between teacher and student is fundamental when it comes to the question of what makes teaching and learning work in the classroom. Most researchers have been content with simply examining teachers’ subject knowledge and teaching methods. The aim of this study is to highlight...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Rhodes University
2013
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| In: |
The Indo-Pacific journal of phenomenology
Year: 2013, Volume: 13, Pages: 1-10 |
| Online Access: |
Volltext (kostenfrei) |
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| 520 | |a A trustful relationship between teacher and student is fundamental when it comes to the question of what makes teaching and learning work in the classroom. Most researchers have been content with simply examining teachers’ subject knowledge and teaching methods. The aim of this study is to highlight the trustful relationship between teacher and student from the teachers’ point of view. Taking both experience and bodily views into account allows for another way of understanding relationships in the classroom. This is accomplished through the use of a lifeworld phenomenological approach and the concepts of the lived body, lived space and lived time described by Merleau-Ponty (1962/2008). The empirical material on which this article is based was collected by fieldwork in five different compulsory schools in Sweden. In this article I discuss how these lived aspects help to describe a multifaceted relationship. The article also shows that these lived aspects influence relationships through the organisation of activities in the classroom. The article discusses how these lived aspects influence the relationship between the teacher and the student, as well as how they influence the student’s opportunities to learn in school. This study shows that these lived aspects need to be taken seriously in order for teaching and learning to work. | ||
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