The 21st Century Learning Environment - disparities, challenges and prospects
Authors
Sam-Ansah, Thomas ; Mahama, Shani
Term
4. term
Education
Publication year
2019
Submitted on
2019-06-02
Pages
120
Abstract
This thesis explores how John Dewey’s concept of inquiry and Gert J.J. Biesta’s critical perspectives can illuminate 21st‑century learning environments across contexts. Motivated by the global learning crisis (WDR 2018) and UN Sustainable Development Goal 4 on quality education, we compare two fourth-grade classrooms: Kildeskolen in Valby, Denmark, and Bagabaga Annex A in Sagnarigu, Northern Ghana. The study employs a qualitative case design, using classroom observations and semi-structured interviews with teachers and pupils, and interprets the data through Dewey’s distinctions between traditional and progressive education and Biesta’s notion of educational “risks.” Findings show clear disparities: the Danish case features dialogic teaching, active student participation, and democratic practices with the teacher acting as an accessible facilitator; the Ghanaian case is characterized by teacher-led, one-way communication, instruction in a non-native language that constrains participation, and reports of pupil fear of the teacher that affect the classroom climate. The evidence suggests that learning is supported by organic communication, interaction, freedom, equality and mutual respect, parental involvement, and attention to material conditions. The thesis argues that improving learning environments requires balancing academic aims with democratic participation and addressing local factors such as language of instruction and resources.
Denne afhandling undersøger, hvordan John Deweys begreb “inquiry” og Gert J.J. Biestas kritiske perspektiver kan bruges til at forstå 21. århundredes læringsmiljøer på tværs af kontekster. Med afsæt i den globale læringskrise (WDR 2018) og FN’s Verdensmål 4 om kvalitetsuddannelse sammenligner vi to fjerdeklasser: Kildeskolen i Valby, Danmark, og Bagabaga Annex A i Sagnarigu i Nordghana. Undersøgelsen er et kvalitativt casestudie, baseret på observationer og semistrukturerede interviews med lærere og elever, og fortolket gennem Deweys skelnen mellem traditionel og progressiv uddannelse samt Biestas idé om uddannelsens risici. Fundene viser markante forskelle: I den danske case præges undervisningen af dialog, aktiv elevdeltagelse og demokratiske praksisser med læreren som tilgængelig facilitator; i den ghanesiske case dominerer lærerstyring og envejs-kommunikation, eleverne undervises på et fremmedsprog, hvilket hæmmer deltagelse, og nogle elever udtrykker frygt for læreren, hvilket påvirker læringsklimaet. Empirien peger på, at læring fremmes af organisk kommunikation, interaktion, frihed, ligeværd og gensidig respekt, forældreengagement samt opmærksomhed på materialitet. Afhandlingen fremhæver, at udvikling af læringsmiljøer bør balancere faglige mål med demokratiske deltagelsesformer og tage højde for lokale betingelser, herunder sprog og materielle ressourcer.
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