By Katarina Ayton.
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Extra info for An ordinary school child : agency and authority in children's schooling
Some choices stayed with me and I will present a few of these here, starting with a situation involving bad language and insulting behaviour, going on to discuss my positioning in the national assessment tests and finishing with a discussion about friendship. ) as I did not feel it possible to join the changing and showering this entailed nor did I feel it possible to join the sports activities involved. 23 In my case this meant that I at times joined ball games or marbles, but I did not join games involving chasing boys or likewise, and I would watch rather than participate when the girls did their dance routines.
I am aware that throughout my study the children positioned me according to their current understanding of my role (David et al. 2001:359). I am also aware that the interpretation of this would vary among the children and depending on the current situation I was involved in. In the following chapter the everyday relationship between me, as the researcher, and the children will be discussed. Focus will be on the children’s possible interpretation of my position in the field. 17 I am well aware that their agreement may count for very little as children in school are used to agreeing with adults’ suggestions, but at the time I could find no other way than asking to discern their will.
The fieldnotes had four analytic readings (cf. Gordon et al. 2000:206). The first was a thematic reading where the material was searched for major themes. ’ Here three themes in the children’s school life emerged – the relations within the class, the creation of order and the organisation of schoolwork. The second reading can be seen as both thematic and interpretive and was related to each of these major themes. The goal was to identify what could be organised under each heading and in this way themes within each area were identified and concepts tied to them.