Teaching as creating space for participation – establishing a learning community in diverse classrooms
Abstract
The relationships between teacher and students are interdependent and rely on their mutual interaction. In the classroom, teaching involves daily face-to-face encounters between students and teachers and therefore could be considered a moral as well as an academic issue. A central question is how the teacher can establish and support a learning community in diverse classrooms where the different learners are recognized as participants, not just as recipients. In this article, a situation from a science lesson has been selected as a case to highlight/illuminate teaching as creating space for participation. The theoretical framework used in this discussion underlines participation as intersubjectively dependent. This perspective points to the ambiguity and uncertainty embedded in teaching and learning situations. It also emphasizes the importance of the teacher's role in inviting students into meaning-making processes. Special attention is paid to essential features of teaching as creating space for participation; 'the act of holding back', 'the act of passing on' and 'the act of non-valuing'. Teaching as creating space for participation is also discussed as an issue that needs greater attention in teacher education.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
A number of studies have reported that students participate unevenly in class.
“A number of studies have reported that students participate unevenly in class (for example Jurik et al., 2013;Clarke, 2015;Helgevold, 2016).”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Helgevold, 2016
Cites
Five misunderstandings about case-study research
Flyvbjerg, B. (2006) · Qualitative Inquiry · doi:10.1177/1077800405284363 · Cited by 14,266 · see citing works
THE ROLE OF TUTORING IN PROBLEM SOLVING <sup>*</sup>
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · see citing works
Classroom Discourse: The Language of Teaching and Learning
Cazden, C. B. (1988) · Medical Entomology and Zoology · Cited by 3,068 · see citing works
Learning Lessons: Social Organization in the Classroom
Mehan, H. (1979) · doi:10.4159/harvard.9780674420106 · Cited by 2,872 · see citing works
(1968) · Cited by 2,682 · see citing works
Book Reviews: Learning Lessons: Social Organization in the Classroom by Hugh Mehan
Hawkins, D. F., & Mehan, H. (1979) · Educational Evaluation and Policy Analysis · doi:10.2307/1164149 · Cited by 2,101 · see citing works
Towards an analysis of discourse : the English used by teachers and pupils
Sinclair, J. M., & Coulthard, R. M. (1975) · Oxford University Press eBooks · Cited by 1,966 · see citing works
Towards an analysis of discourse: The English used by teachers and pupils
Binnick, R. I. (1976) · Lingua · doi:10.1016/0024-3841(76)90052-8 · Cited by 1,676 · see citing works
Classroom discourse. The language of teaching and learning
Lörscher, W. (1990) · System · doi:10.1016/0346-251x(90)90014-v · Cited by 1,407 · see citing works
Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education
Biesta, G. (2010) · Studies in Philosophy and Education · doi:10.1007/s11217-010-9191-x · Cited by 814 · see citing works
The counselor as gatekeeper : social interaction in interviews
Erickson, F., & Shultz, J. (1982) · Cited by 527 · see citing works
Wells, G., & Arauz, R. M. (2006) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1503_3 · Cited by 515 · see citing works
European Educational Research Journal
(2006) · European Educational Research Journal · doi:10.2304/eerj · Cited by 468 · see citing works
Hanna, J. L. (1976) · Dance Research Journal · doi:10.2307/1478156 · Cited by 460 · see citing works
Erickson, F. (1996) · Cambridge University Press eBooks · doi:10.1017/cbo9780511720390.002 · Cited by 177 · see citing works
Action, talk, and text: learning and teaching through inquiry
(2002) · Choice Reviews Online · doi:10.5860/choice.39-4099 · Cited by 144 · see citing works
Model analysis of pedagogical processes
Lundgren, U. P. (1977) · Cited by 118 · see citing works
Action, Talk, and Text: Learning and Teaching through Inquiry
O’Donnell–Allen, C., & Wells, G. A. (2001) · The English Journal · doi:10.2307/822078 · Cited by 85 · see citing works
Klasserommets praksisformer etter Reform 97
Hertzberg, F. (2003) · NORA - Norwegian Open Research Archives · Cited by 83 · see citing works
Trends in Research on Teaching and Learning in Schools: Didactics Meets Classroom Studies
Klette, K. (2007) · European Educational Research Journal · doi:10.2304/eerj.2007.6.2.147 · Cited by 82 · see citing works
On the Role of "a Psychology of the Second Person" in Studies of Meaning, Language, and Mind
Rommetveit, R. (2003) · Mind Culture and Activity · doi:10.1207/s15327884mca1003_3 · Cited by 76 · see citing works
The Architecture and Dynamics of Intersubjectivity in Science Classrooms
Mortimer, E. F., & Wertsch, J. V. (2003) · Mind Culture and Activity · doi:10.1207/s15327884mca1003_5 · Cited by 55 · see citing works
Media and communication : readings in methodology, history and culture
Rønning, H., & Lundby, K. (1991) · Cited by 38 · see citing works
Hagtvet, B. E., & Wold, A. H. (2003) · Mind Culture and Activity · doi:10.1207/s15327884mca1003_2 · Cited by 23 · see citing works
The Punctual Fallacy of Participation
Wright, M. V. (2006) · Educational Philosophy and Theory · doi:10.1111/j.1469-5812.2006.00185.x · Cited by 22 · see citing works
The inclusive teacher educator: spaces for civic engagement
Allan, J. (2010) · Discourse Studies in the Cultural Politics of Education · doi:10.1080/01596306.2010.504359 · Cited by 13 · see citing works
INTRODUCTION: "Ragnar Rommetveit: His Work and Influence"
Wertsch, J. V. (2003) · Mind Culture and Activity · doi:10.1207/s15327884mca1003_1 · Cited by 10 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101217 · Cited by 146 · see citing works
Silent students and the patterns of their participation in classroom talk
Šeďová, K., & Navrátilová, J. (2020) · Journal of the Learning Sciences · doi:10.1080/10508406.2020.1794878 · Cited by 57 · see citing works
How many are talking? The role of collectivity in dialogic teaching
Sedláček, M., & Šeďová, K. (2017) · International Journal of Educational Research · doi:10.1016/j.ijer.2017.07.001 · Cited by 45 · see citing works
Majós, T. M., Onrubia, J., Álvarez, R. M. C., & Clarà, M. (2019) · Teachers and Teaching · doi:10.1080/13540602.2019.1601076 · Cited by 36 · see citing works
Are student engagement and peer relationships connected to student participation in classroom talk?
Sedláček, M., & Šeďová, K. (2020) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2020.100411 · Cited by 33 · see citing works
Larison, K. D. (2021) · Science & Education · doi:10.1007/s11191-021-00237-8 · Cited by 25 · see citing works
Teaching in a non-traditional classroom: experiences from a teacher-initiated design project
Rönnlund, M., Bergström, P., & Tieva, Å. (2021) · Teachers and Teaching · doi:10.1080/13540602.2021.1977274 · Cited by 14 · see citing works
“This change towards more student-student communication was something the teachers welcomed because they wanted to invite students into meaning-making processes (cf. Helgevold, 2016).”
BackgroundInfluentialTeachers’ work, change and learning: roles, contexts and engagement
Lee, J. C. (2019) · Teachers and Teaching · doi:10.1080/13540602.2019.1625616 · Cited by 8 · see citing works
“university tutor in the creation of a ‘hybrid space’ or ‘third space’ (Gorodetsky & Barak, 2008; Helgevold, 2016).”
BackgroundJuarros, I. K., Ciganda, M. B., & Madrazo, A. A. (2021) · Educational Review · doi:10.1080/00131911.2021.1923460 · Cited by 6 · see citing works
“(Arguiñano, 2019; Belavi, 2019; Garcia-Perez, 2014; Helgevold, 2016), giving visibility to examples from which we can learn.”
BackgroundOrner, A., & Netz, H. (2021) · Discourse Studies in the Cultural Politics of Education · doi:10.1080/01596306.2021.1989573 · Cited by 6 · see citing works
Soria, L., & Gomis, A. G. (2021) · Estudios pedagógicos · doi:10.4067/s0718-07052021000100323 · Cited by 5 · see citing works
“…amodal), desplazando a las categorizadas como EEEE (encarnadas, enactivas, encajadas o situadas y extendidas) y pueden dificultar al alumnado a constituirse como un actor activo y crítico dentro de un contexto escolar inevitablemente vertebrado por relaciones de poder (Cros, 2002; Helgevold, 2016).”
BackgroundUncovering Moral Aspects in Inclusive Co-Teaching
Lehtonen, J., Toom, A., & Husu, J. (2017) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1479-363620170000009007 · Cited by 5 · see citing works
Šeďová, K. (2019) · ORBIS SCHOLAE · doi:10.14712/23363177.2019.3 · Cited by 3 · see citing works
“Myhill, 2002; Black, 2004; Jurik, Gröschner, & Seidel, 2013; Clarke, 2015; Helgevold, 2016; v českém prostředí Zormanová, 2009; Šeďová, Sucháček, & Majcík, 2015).”
Nybøe, Ø., & Bruin, M. (2025) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2025.2550275 · Cited by 1 · see citing works
“Space for genuine participation is intersubjectively created, by “attuning into the attunement of the other(s)” (Helgevold, 2016, p. 326).”
InfluentialVelasco, R. C. L., & Powell, A. (2023) · Prometeica - Revista de Filosofía y Ciencias · doi:10.34024/prometeica.2023.27.15283 · Cited by 2 · see citing works
Martinsen, F. (2021) · Norsk pedagogisk tidsskrift · doi:10.18261/issn.1504-2987-2021-02-07 · Cited by 2 · see citing works
Haduong, P., & Brennan, K. A. (2024) · Computer Science Education · doi:10.1080/08993408.2024.2394284 · Cited by 1 · see citing works
“(Freire & Macedo, 1995, pp. 378–379) Teachers can take an active role in creating space for students by holding back in classroom conversations and withholding value judgments on students’ responses (Helgevold, 2016).”
The Case of Marek: Tension and Conflict in a Dialogic Teaching System
Šeďová, K., Šalamounová, Z., Švaříček, R., & Sedláček, M. (2020) · Understanding teaching-learning practice · doi:10.1007/978-981-15-9243-0_6 · Cited by 1 · see citing works
Maltez, P. M. B., Martínez, M. J. I., Cabezas, I. L., & Salgueira, S. A. (2023) · Magister · doi:10.17811/msg.35.1.2023.33-40
“…reforzando estructuras colaborativas y participativas tanto en la docencia como en la investigación (Lillo, 2018), pues el alumnado no puede ser con-siderado como receptor, sino participante en ese espacio que la universidad puede crear para esta habilidad valiosa y necesaria (Helgevold, 2016).”
BackgroundFilozofovanie s deťmi a mravný rozvoj žiaka : zborník štúdií z vedeckého kolokvia
Kaliský, J. (2024) · Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici eBooks · doi:10.24040/2023.9788055720678
Sedláček, M., Šeďová, K., Švaříček, R., & Šalamounová, Z. (2025) · Studia paedagogica · doi:10.5817/sp2024-3-2 · Cited by 1 · see citing works
Understanding Student Diversity through Intersubjectivity
Helgevold, N., & Murata, A. (2019) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-701-020251002
Self-citation
- Authors
- Helgevold, N.
- Affiliations
- University of Stavanger (NO)
- Corresponding author
- Helgevold, Nina
- ORCID
- Helgevold, Nina
- Venue
- Teachers and Teaching
- Publisher
- Informa UK Limited
- Published
- 2015-07-31
- Volume
- 22
- Issue
- 3
- Pages
- 315-328
- ISSN
- 1354-0602 (ISSN-L)
- 1470-1278
- OpenAlex
- W2283837511
- Cited by
- 22
- References
- 27
- Citations by year
- 2025: 2 · 2024: 2 · 2023: 2 · 2021: 6 · 2020: 3 · 2019: 5 · 2017: 2
- FWCI
- 5.10
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers and Teaching (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Philosophy › Education, Philosophy, and Society
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Educational Philosophies and Pedagogies
- Keywords
- participation, learning communities, classroom diversity, teacher-student relationship, intersubjectivity, meaning-making, teacher role, science education, teacher professional development, passing on
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
