KARNEVAL I KLASSRUM –KUNSKAP Pà HJUL

In my own definition of clown, the comedic perspective is overarching, that is to
say to observe life with humor. The clown is the trusting child who easily
expresses his/her emotions through tears or laughter. The tragic and comedic go
hand in hand and are accommodated in every clown. The appearance of a clown
can vary even if the make-up and costuming in this particular study were found
to have a starting point in the framework of the Auguste clown, the Whiteface
clown, and the Tramp/Hobo or Bag lady clown, which I describe in the
dissertation.
Method
My study has a hermeneutic phenomenological research approach. Hermeneutics
considers human beings to be meaning-seeking creatures. Phenomenology views
human beings as being intentional. It pertains to how individuals perceive
themselves and the surrounding world and what meaning they place on their
actions. The approach is appropriate in that this study seeks the importance of
meaning-making knowledge. The phenomenological recognition in the research
individuals’ life-world is central to this dissertation.
In the performative perspective, deconstruction is a manner of seeking that
which hides itself behind a text’s various parts, in the various individuals acting.
To paraphrase Jacques Derrida: someone writes in the sand, what is written
blows away and something new is written. At the same time, in a philosophical
perspective, it is one’s own frame of understanding that is set against the text or
phenomenon being studied in order to bring about learning. Derrida expresses a
central concept, namely “la différance” (Derrida, 2006), which means difference
or different. Tonje Kolle, Ann Sofi Larsen, and Bente Ulla (2010: 71) have in
their book “Pedagogisk dokumentasjon - inspirajon til bevegelige praksiser”
(Pedagogic documentation – inspiration for mobile practices) suggested that the
different can be interpreted as a space in-between that which is and that which
can be, a sort of hesitation's-in-between-space, or the difference that means a
difference.
Abduction is used here and entails “…continuous and extremely fast interaction
between observations and ideas and between parts and the emerging whole”
(Starrin & Svensson, 1994: 26). During the research, through a switch between
theory and empirical data, both theory and empirical data are reinterpreted in
light of one another (Alvesson & Sköldberg, 2008: 56). The abductive research
logic is open to deep structures and theoretical patterns (ibid., p. 57).
My research is inspired by ethnography yet is not ethnographic in the orthodox
sense. Despite that it is classroom research, my sojourn in the studied class has
occurred during what is in reality a short period of time, unlike the typical
ethnographic study which often involves long stays in the environment being
studied. Alvesson and Deetz (2000) call such unorthodox ethnography partial
ethnography. The advantage of the method is that it via its detailed descriptions
means the situation is focused on and makes interpretations possible from
several more points of view than the one that the researcher chooses.
Maurice Merleau-Ponty (1945/2006) incorporated the corporeal in
phenomenology, that is to say focused on the living body. Human beings
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