Book contents
- New Spaces for Difference
- New Spaces for Difference
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Cover Image
- Part I Spaces for Difference
- Part II Learning Differences in Contemporary Cultural Practices
- Part III Learning from the Margins in Cross-Contextual Struggles
- Part IV Contradictory Co-production of Everyday Life with Children
- Chapter 11 Participation of Children and Adolescents in Household Care
- Chapter 12 For All? Co-producing “Street-Lab,” a Local Cultural Project in Denmark
- Chapter 13 Urban Space and Children’s Territorialization in a Brazilian Metropolis
- Chapter 14 Rethinking Problems in Danish Schools
- Index
- References
Chapter 14 - Rethinking Problems in Danish Schools
Learning from Everyday Conflicts
from Part IV - Contradictory Co-production of Everyday Life with Children
Published online by Cambridge University Press: 12 August 2026
Book contents
- New Spaces for Difference
- New Spaces for Difference
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Cover Image
- Part I Spaces for Difference
- Part II Learning Differences in Contemporary Cultural Practices
- Part III Learning from the Margins in Cross-Contextual Struggles
- Part IV Contradictory Co-production of Everyday Life with Children
- Chapter 11 Participation of Children and Adolescents in Household Care
- Chapter 12 For All? Co-producing “Street-Lab,” a Local Cultural Project in Denmark
- Chapter 13 Urban Space and Children’s Territorialization in a Brazilian Metropolis
- Chapter 14 Rethinking Problems in Danish Schools
- Index
- References
Summary
This chapter discusses how conflicts in and about school are rooted in contradictions intrinsic to the organization of public education. Drawing on ethnographic research in Danish schools, the chapter develops a dialectical framework for analyzing everyday conflicts among teachers, parents, and children. Building on analyses of children’s perspectives on what matters in school life, the chapter examine a conflict between a parent and a teacher over how to understand a child struggling in school. The analysis of conflictual collaboration is interwoven with a theoretical exploration of the relationships between historical conditions and the situated interplay of everyday life (Axel 2011; Dreier 2008; Lave 2019). The concept of “situated generalization” (Schraube and Højholt 2019) is introduced to reconnect problems with their broader social contexts and challenge dominant psychologizing approaches. By tracing how conflicts unfold and how problem formulations shift over time, the chapter offers new insights into the conditions for understanding school problems.
Keywords
Information
- Type
- Chapter
- Information
- New Spaces for DifferenceCritical Studies of Learning Practices, pp. 337 - 361Publisher: Cambridge University PressPrint publication year: 2026
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