Professor Inger Eriksson, Professor Gunilla Härnsten
Professor Pentti Hakkarainen
Institutionen för pedagogik och didaktik
Abstract in English
This thesis builds on an interest in teaching that enables learning for all children, including children with disabilities. The work is founded in a theoretical perspective on teaching and learning and respectively research practices based on Lev S. Vygotsky s cultural-historical ideas of learning and development as emerging in zone(s) of proximal development. The aim of this thesis is to identify and comprehensively analyze learning processes that emerge while four students (boys), diagnosed with autism, create stories based on a cultural model of narration using multimedia software tools. A second aim is to try out a collaborative research model that enables the study of learning processes in a teaching practice. The thesis is based on a case study designed as a collaborative research project in a small, primary class in a Swedish compulsory school. The researcher and the teacher collaboratively designed and carried out assignments on narration concurrently served as experiments with cultural tools. The total material comprise over 30 hours of videotape and more than 30 digital stories/artefacts. Consequently the analysis is mainly based on video recordings and students multimedia stories. Four storytelling projects: Digital puppets, The Knight and the Princess, The Magical Necklace, and a Time Travel to the Middle Age, are analyzed sequentially highlighting changes in the learning and development. Key themes in the analysis are: The emergence and expansion of learning in a playful narrative community; The learning and development emerging in the interplay of explicit conscious narrative structure and everyday experience; The possibilities for creative and imaginative storytelling in different modalities. The discussion highlights narrative processes in the interplay of various cultural tools as a possibility in enabling important aspects of learning and cultural development. A key result is the potential for expansive learning in multi-faceted enabling educational activities. The learning and development emerging in storytelling, the becoming, was highlighted when one of the students expressed himself almost as a writer .