Schools as environments for social learning—shaping mechanisms? Comparisons of smaller and larger rural schools in Norway

Abstract

This article analyses and compares the learning environment in smaller and bigger rural schools by focusing on the arenas of both formal and informal learning; the lessons and the recesses between. Relational patterns are both analysed using complete network data from 19 schools in four different municipalities in four Norwegian counties and by comparisons based on data from 80 pupil interviews. The analyses are replicated and followed up by comparison of schools in two additional municipalities. The smaller and bigger rural schools offer radically different learning environments. The aspects of individual and collective agency in learning, self‐centrism, intimization, social exclusion, independence and control as part of everyday life in schools are analysed and discussed. Mechanisms shaping the differences in the learning environments are identified. Needs for further research are formulated.