Elevers berättelser om motvilja mot skrivande i skolan
DOI:
https://doi.org/10.61998/forskul.v14i2.54669Nyckelord:
skrivande, motvilja, elevers perspektivAbstract
Syftet med den studie som presenteras i den här artikeln är att identifiera och beskriva vad som är av betydelse för elevers motvilja mot skrivande i mellanstadiet, utifrån elevernas perspektiv. Studien bygger på intervjuer med 27 elever i årskurs 5 och 6 i två olika skolor i Sverige. Som metodologi användes narrativ ansats och som teoretisk utgångspunkt New Literacy Studies. Resultatet visar att elevernas motvilja riktades mot undervisning som medför att de inte har möjlighet att bestämma över innehållet i sina texter eller hindrar dem från att använda skrivande för den funktion som de har tänkt sig. Bedömning som ställer krav på eleverna som de inte förstår eller som de inte kan hantera kunde också medföra motvilja. Elevernas motvilja var enligt deras berättelser inte riktad mot själva skrivandet utan i stället mot de krav som ställs på deras texter före och efter skrivandet samt mot en prestationspraktik som är svår att förena med elevernas egna intentioner.
Students’ narratives of reluctance toward writing in the middle years of compulsory school
The aim of the study presented in this article is to identify and describe the conditions that influence students’ reluctance toward writing in the middle years of compulsory school from the students’ own perspectives. The empirical material draws on interviews with 27 students in grades 5 and 6 at two Swedish schools. The study adopts a narrative methodological approach and is theoretically situated within New Literacy Studies. The findings reveal that students' reluctance was primarily directed towards the instructional design or assessment methods. Students reported that the instructional design influences their writing in ways that prevent them from utilizing writing as they intend. Additionally, students indicated that various forms of assessment impose requirements that they do not comprehend or cannot control. The results suggest that students' reluctance is not solely directed towards writing itself but rather towards a performance practice that is incompatible with their personal use of writing.
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