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Skolan gör skillnad: Etnicitet och institutionell praktik
Linköping University, Department of Social and Welfare Studies. Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
2007 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
The school makes a difference : Ethnicity and Institutional Practice (English)
Abstract [sv]

Studien undersöker hur etnicitet görs till en central kategori för skolans sociala organisation och används för att markera skillnader och därigenom gör elever till svenskar och invandrare. Intresset riktas också mot hur etnicitetskonstruktioner är förbundna med social komplexitet och samspelar med andra relationer, särskilt kön och klass.

Studien är baserad på etnografiska fältstudier i en högstadieskola, som framförallt omfattar deltagande observationer av klassrumssituationer, olika typer av möten för personalen samt informella samtal där lärare diskuterar sitt arbete och elever. Detta har kompletterats med intervjuer.

Av studien framgår att de skillnader som genereras och upprätthålls via skolpersonalens handlande, resonemang och interaktioner med eleverna måste förstås som sammansatta, varierande och nära förbundna med skolsammanhanget. Detta innebär att enskilda elever inte enbart och omväxlande identifieras som invandare eller svenskar, utan beroende på sammanhanget också uppfattas vara detta i olika omfattning. Exempelvis blir elever som presterar väl i skolarbetet i mindre utsträckning identifierade som invandrare.

En viktig iakttagelse är att skolpersonalens dagliga arbete med eleverna omges av höga ambitioner vad gäller rättvisa och tolerans, men att dessa intentioner sällan förenas med insikt om de maktaspekter som omger sociala relationer. Istället överskuggas den dagliga praktiken av det som är relaterat till att fullfölja olika undervisningsmoment, där uppmärksamheten koncentreras till klassrumssituationen framför att synliggöra eller diskutera elevers skilda erfarenheter och livsvillkor. Därigenom riskerar även skolans intentioner och möjligheter att arbeta för jämlikhet och mot diskriminering att förvandlas så att den snarare producerar och upprätthåller ojämlika relationer.

Abstract [en]

The study examines how ethnicity is turned into a central category for the social organisation of the school and used to emphasise differences, whereby students are categorised as Swedes and immigrants. Interest is also levelled at how ethnicity constructions are bound up with social complexity and interact with other relations, especially gender and class.

The study is based on ethnographical field studies in a comprehensive secondary school, primarily consisting of participant observations of classroom situations, different types of staff meetings and informal discussions where teachers talk about their work and students. This has been complemented with interviews.

The study shows that the differences that are generated and sustained through the school personnel’s actions, argumentation and interactions with the students are complex, varied and closely bound up with the school context. This means that individual students are not only and alternately identified as immigrants or Swedes, but are dependent on contexts that can also be understood in a variety of ways. For example, students who are successful in their schoolwork are, to a lesser extent, identified as immigrants.

One important observation is that the school personnel’s everyday work and contact with the students are ambitious when it comes to justice and tolerance, but that these intentions are seldom combined with insights into the power aspects associated with social relations. Daily practices are instead overshadowed by the need to accomplish certain teaching elements, where attention is focused on the classroom situation in preference to highlighting or discussing students’ individual experiences and living conditions. The school personnel’s intentions and possibilities of working towards equality and against discrimination are thus transformed so that the school instead produces and sustains relations of inequality.

Place, publisher, year, edition, pages
Institutionen för samhälls- och välfärdsstudier , 2007. , 223 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 387
Keyword [en]
Constructions, Ethnicity, Immigrants, Institutional practice, Pupils, Racism, School
Keyword [sv]
Elever, Etnicitet, Institutionell praktik, Invandrare, Konstruktioner, Rasism, Skola
National Category
International Migration and Ethnic Relations
Identifiers
URN: urn:nbn:se:liu:diva-8775ISBN: 978-91-85715-21-3 (print)OAI: oai:DiVA.org:liu-8775DiVA: diva2:23466
Public defence
2007-05-11, K2, Kåkenhus, Campus Norrköping, Linköpings universitet, Linköping, 10:15 (English)
Opponent
Supervisors
Available from: 2007-04-20 Created: 2007-04-20 Last updated: 2009-06-16

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Gruber, Sabine

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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More styles
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