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<p>In a time defined by societal instability, life skills education (LSE) has become an integral part of schooling worldwide. Through its engagement with issues closely related to the lifeworlds and personal experiences of students, LSE has the potential to facilitate meaningful classroom conversations. However, not all students find it comfortable to talk about personal issues and may hesitate to share what they regard as private in class. Since students experience such situations differently, it is important to develop a deeper understanding of how they respond to educational settings in which their own lives and experiences are a central part of the content. Employing a sociocultural and dialogic approach, this study explores how students participate in such learning activities by examining how they navigate talking about personal issues and what opportunities and challenges that&#xa0;emerge from their interactional approaches. The applied analytical procedure involves microanalyses of conversations in two contrasting student groups that navigated the talk in markedly different ways. The analyses show that in one group, the students interacted in a way that rendered their experiences more generalised and less personal, which opened up space for multiple perspectives and exploration of the issue. In another group, the students’ way of interacting made them accountable for providing personal answers, which resulted in contributions being withheld and the conversation breaking down. Finally, we discuss the implications of these findings and consider how teachers can support meaningful and educational discussions about personal issues in LSE.</p>

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Joining in or opting out? A sociocultural analysis of how students navigate classroom talk about personal issues in life skills education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月31日

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  • Sigrid Ernstsen,
  • Kari Anne Rødnes,
  • Anniken Furberg

摘要

In a time defined by societal instability, life skills education (LSE) has become an integral part of schooling worldwide. Through its engagement with issues closely related to the lifeworlds and personal experiences of students, LSE has the potential to facilitate meaningful classroom conversations. However, not all students find it comfortable to talk about personal issues and may hesitate to share what they regard as private in class. Since students experience such situations differently, it is important to develop a deeper understanding of how they respond to educational settings in which their own lives and experiences are a central part of the content. Employing a sociocultural and dialogic approach, this study explores how students participate in such learning activities by examining how they navigate talking about personal issues and what opportunities and challenges that emerge from their interactional approaches. The applied analytical procedure involves microanalyses of conversations in two contrasting student groups that navigated the talk in markedly different ways. The analyses show that in one group, the students interacted in a way that rendered their experiences more generalised and less personal, which opened up space for multiple perspectives and exploration of the issue. In another group, the students’ way of interacting made them accountable for providing personal answers, which resulted in contributions being withheld and the conversation breaking down. Finally, we discuss the implications of these findings and consider how teachers can support meaningful and educational discussions about personal issues in LSE.