‘Seeing-as’ in the School Context

Abstract

‘Seeing-as’ in the school context is suggested as complementary to the customary planning of teaching in advance. Seeing-as has to do with a lived agreement between teacher and pupils. It can simply frame an activity or be very specific. Teachers can use seeing-as in their own way in today’s classrooms where teaching seems more than ever to do with sensitivity, interaction and a willingness to play. To agree on seeing-as in the school context has to do with teachers’ openness for dialogue and the concept of tact.