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Collaborative group work in the primary classroom: a psychoanalytically informed exploration

Edmondson, Rachel; (2013) Collaborative group work in the primary classroom: a psychoanalytically informed exploration. Doctoral thesis , UNSPECIFIED. Green open access

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Abstract

Collaborative group work in the primary classroom is considered to hold academic and social benefits for pupils, in providing opportunities for them to develop thinking through interaction with others. It is widely recognised, however, that teachers find it challenging to incorporate group work into classroom practice because of the difficulties pupils often experience with this form of learning. The aim of this research is to explore psychoanalytic theory as a way of thinking about the emotions, both conscious and unconscious, that might circulate in the group and affect the ability of group members to achieve the explicit task that has been set. I present four case studies of group work, involving children in a Year 5 class; each study illuminates aspects of the emotional difficulty children might experience, for example, the tensions of belonging to a group, the frustrations of learning with others and the anxieties that might be stirred. I argue that teachers and educational leaders would benefit from attending to the emotional significance of group learning, rather than invest in the ‘fantasy’ that suggests affect and cognition can be kept separate in encounters with learning and with others.

Type: Thesis (Doctoral)
Title: Collaborative group work in the primary classroom: a psychoanalytically informed exploration
Open access status: An open access version is available from UCL Discovery
Publisher version: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos...
Language: English
Keywords: Group work, unconscious dynamic, emotional processes
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10017896
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