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18 A.-C. Wennergren competence, interpretation competence and message competence. Transformed into the context of the current study, role competence can be understood as knowledge of different needs and strategies to be able to take the role of listener. Interpretation competence can be understood as awareness of how to contribute to a meaning-making context. Finally, message competence touches on the meaning of the category, conversation rules and can be understood as knowledge about how to participate in a dialogue and to be a giver and recipient of the content of a mutual exchange. There are three levels of message, the content (what), the relation (how it is said) and timing (when it is said). Combined with a hearing loss, Gullacksen (2002) points out that such competences are less robust and have to be developed with greater effort in comparison to hearing pupils in the same situation. According to the results of the present study, none of those competences can be put into practice without role competence concerning individual needs for taking an active part in the learning dialogue. When placing the results in the light of self-image and identity, there will always be a question of accepting the hearing loss before one can develop knowledge about how to participate in communication. At the same time, expectations about participation in meaning-making processes with peers are also of great value to the pupil’s self-image. Thus, one might ask what the consequences might be, if the limitations related to the hearing loss form the central focus. There is always a risk of difficulties if the hearing loss infringes too greatly upon the self-image. All attention focuses on the identity of being hard-of-hearing and the person herself/himself can become more or less invisible (Gullacksen 2002). When a learning dialogue can provide ownership of meaning and does not require a choice between meaningful identity and learning, it will also engage the individual’s identity (Wenger 1998). To hear what is said does not necessarily mean to understand, and to create meaning and coherence in an utterance is difficult when only part of it is heard (cf. Preisler et al. 2005). During the process of change to promote a more dialogue-orientated classroom environment, initial questions lead to subsequent ones, such as, for example, how the question about the pupil’s listening strategies was expressed. The different levels of awareness have revealed that pupils have to be asked and to learn, in order to be aware of listening strategies. According to the different activities in the action research process, the teachers, pupils and the researcher have been through a learning process by conducting this project together. All of those involved have learned about needs and strategies in the school environment and thereby acquired knowledge about how to create more optimal conditions by the active solicitation of pupils’ opinions. To be asked is one way to make strategies explicit at a conscious level, but it might also be a way of trying to put words on more unconscious strategies. Since not every pupil in this study works actively to overcome problems, it implies a potential to develop both knowledge and strategies. In this socio-cultural context, selfimage and individual growth can be increased towards a more multi-voiced perception.
Acknowledgements Listening Environment in School 19 This study is a part of a Swedish national project called ‘‘the Dialogue project’’ (20022006). The project has received financial support from the National Agency of Education, the Swedish National Agency for School Improvement and via the Swedish Association of Hard of Hearing People (HRF) from the Swedish Inheritance Fund. References Adelmann, K. (2002). Att lyssna till röster. Ett vidgat lyssnarbegrepp i ett didaktiskt perspektiv. (Listening to voices. A broadened listener concept in a didactic perspective, summary in English). (Malmö: Avhandlingar från Lärarutbildningen vid Malmö högskola). Ahlström, M. & Preisler, G. (1998). Hörselskadade barn flyttar in i dövskolan. (Hard of hearing children move into the school for the deaf, not available in English). (Stockholm: University of Stockholm, Department of Psychology). Alerby, E. (2004) The appreciation of a quiet place at school, Didaktisk tidskrift, 14(4), pp. 557561. Anderson, G.-L., Herr, K. & Nihlen, A.-S. (1994) Studying your own school. An educator’s guide to qualitative practitioner research (Thousand Oaks; CA: Corwin Press). Arlinger, S. (1999). Störning av talkommunikation (Disturbance of spoken communication). In Arbete och hälsa 1999:27 Störande buller. Kunskapsöversikt för kriteriedokumentation. (Work and health 1999:27 Disturbing noise. Knowledge survey for criteria documentation, not available in English). (Stockholm: Arbetslivsinstitutet). Atterström, H. (1995). Kompetensutveckling i talad kommunikation: teoretiska infallsvinklar och praktiskpedagogiska åtgärdsprogram. (Competence development in spoken communication: theoretical approaches and practical-educational action programmes, not available in English). (Jönköping: Tryckeri AB Småland). Bakhtin, M. (1981) The dialogic imagination (Austin, TX: University of Texas Press). Barthes, R. (1991) Lyssna. (Listening, not available in English)., Kris, No4344, pp. 3843. Bergöö, K. & Ewald, A. (2003) Liv, identitet, kultur Om utredningen ‘‘Att lämna skolan med rak rygg’’ och svenska som ett demokratiämne. (Life, identity, culture On the investigation ‘‘Leaving school straight-back’’ and Swedish as a democratic subject, not available in English), Utbildning & Demokrati, 12(2), pp. 3146. Cope, B. & Kalantzis, M. (2000) A pedagogy of multiliteracies designing and social futures, in: B. Cope & M. Kalantzis (Eds), Multiliteracies. Literacy learning and the design of social futures (London & New York: Routledge). Greenwood, D. J. & Levin, M. (1998) Introduction to action research: social research for social change (London: SAGE Publications). Gullacksen, A. (2002). Närhörseln sviktar: om livsomställning och rehabilitering. (When hearing fails: on life adjustment and rehabilitation, not available in English). (Malmö: Centrum för handikapp- och rehabiliteringsforskning). Kemmis, S. & McTaggart, R. (1982) The action research planner (Geelong, Victoria, BC: Deaken University Press). Kullberg, B., Pramling, I. & Williams, P. (1996). Möjligheter eller hinder till lärande. Fjorton nybörjarelevers erfarnenheter. (Possibilities and obstacles for learning. Experiences from fourteen pupils during their first school year) Rapport nr 12 Institutionen för metodik i lärarutbildningen. Göteborgs Universitet. Kvale, S. (1997). Den kvalitativa forskningsintervjun. (The qualitative research interview, available in English). (Lund: Studentlitteratur). Lazarus, R. & Folkman, S. (1991) The concept of coping, in: A. Monat & R. Lazarus (Eds), Stress and coping. An anthology (New York: Colombia University Press). Liberg, C. (2003) Flerstämmighet, skolan och samhällsuppdraget. (Multivoicedness, school and the social assignment, not available in English), Utbildning & Demokrati , 12(2), pp. 1329. Lincoln, Y. & Guba, E. (2002) Judging the quality of case study reports, in: M. Huberman & M. Miles (Eds), Qualitative Researcher’s Companion (California: Sage Publications). Mattsson, M. (2004). Att forska i praktiken en forskningsöversikt och en fallstudie. (Doing research in practice: a research survey and a case study, not available in English). (Uppsala: Kunskapsföretaget AB).
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2007:34 DOKTORSAVHANDLING Dialogkom
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Distribution: Luleå tekniska unive
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FÖRORD Om forskning enbart kunde g
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Till Kajsa, Malin och Jonas
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Elever som aktörer................
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teruppsats fick jag insikter om akt
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till - dels för att kunna styra si
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När Wilhelmson (1998) omsätter et
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2. AVHANDLINGENS INRAMNING Det init
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Syfte Avhandlingens syfte är att s
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I kapitel sex diskuteras skolutveck
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sistnämna alternativen har talad s
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mycket kraft att man ibland väljer
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ger i första hand. Att de arbetar
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ingar visar Heilings (1999) rapport
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(2000) även pedagogens förhållni
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För att förhindra känslan av seg
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des eller ”nästan” hördes och
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ehövde lyftas fram innebar att all
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te också erbjuda elever olika komm
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4. LÄRARNAS LÄRANDEMILJÖER I det
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förskola som låg lite vid sidan o
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Två aktionsforskningscykler För a
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Figur 5. Aktionsforskningsspiralen
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får ut av själva skuggningen är
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skap som annars inte kommuniceras i
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nen inom skolan uteblir kommer ocks
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olika reflektionsnivåer. De fördj
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gemensamt sammanhang och att de mes
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eller inte fungerade. Det kan, som
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frigöra kraft genom att verbaliser
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där olika perspektiv, infallsvinkl
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Forskaren som aktör Att bedriva ak
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Trovärdighet och giltighet Studien
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möjlighet att aktivt uppleva och d
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Vår trygghet i relationerna har in
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sammans med sina elever. För oss s
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en lär sig och förändras genom d
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tolkar eller vem som antas ha relev
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Elever som aktörer När förändri
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faktiska 37 hörselnedsättningen o
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To possess agency, to be an agent,
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a det historiska. Att se sin prakti
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processen. Att bidra med redskap i
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Page 101 and 102: ENGLISH SUMMARY The framework of th
Page 103 and 104: part in communication where the lan
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Page 107 and 108: Overall conclusions Study II and II
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Page 111 and 112: knowledge, and, as Wenger emphasise
Page 113 and 114: REFERENSER Adelmann, Kent (2002). A
Page 115 and 116: Colnerud, Gunnel & Granström, Kjel
Page 117 and 118: Holmstrand, Lars & Härnsten, Gunil
Page 119 and 120: Mattsson, Matts (2004). Att forska
Page 121 and 122: Rönnerman, Karin (2004). Vad är a
Page 123 and 124: Wenger, Etienne (1998). Communities
Page 125 and 126: STUDIENS TRE ARTIKLAR I den del som
Page 127: Studie I Wennergren, A. (accepted).
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Page 138 and 139: 10 A.-C. Wennergren A Cleaned-up So
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Page 142 and 143: 14 A.-C. Wennergren In different wa
Page 144 and 145: 16 A.-C. Wennergren The fact that s
Page 148 and 149: 20 A.-C. Wennergren National Agency
Page 151 and 152: Educational Action Research Vol. 14
Page 153 and 154: Relation between tools used in acti
Page 173: Studie III Wennergren, A. (2006). N
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262 ANN-CHRISTINE WENNERGREN etable
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264 ANN-CHRISTINE WENNERGREN Bonk,
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