| 1. |
- Jonsson, Rickard, 1971-
(author)
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Antirasismens Andra : Berättelser om förortselever i innerstadens gymnasium
- 2019
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In: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :4, s. 101-115
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Journal article (peer-reviewed)abstract
- The category of the “immigrant student”, which is often used in the educational setting from where the following study collects its data, is indeed an elusive one – especially so when it is employed as a label of students who have no experience of migration at all. The frequent use of the category is even more confusing, considering that Swedish publicity could be described as characterized by a hegemonic anti-racist discourse, including an often reproduced master narrative of a country which – except from a few right wing extremists – is considered to be a nation without racism. Drawing on linguistic ethnographic data from a fieldwork in a high prestigious secondary school in inner city Stockholm, this article examines how narratives of an unruly classroom behavior become associated with ”the young immigrant student” category, and furthermore, how students rhetorically manage the dilemma to tell that story without sounding disparaging. The paper is an investigation of anti-racist waysoftalkingaboutfailing students as the ethnic or racial Others.
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| 2. |
- León Rosales, René, 1971-, et al.
(author)
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Skolan som antirasistiskt rum?
- 2019
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In: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4, s. 1-15
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Journal article (other academic/artistic)abstract
- Education and knowledge production have often been portrayed as the worst enemies of racism and xenophobia. However, such claims can be misused to create a narrative of modern educational institutions being “free” from racism and, in worst case scenarios, contribute to hiding the ongoing discriminatory practices in schools. This paper provides a review of Swedish research on migration, ethnicity and racism in schools and introduces the key topics in this special issue of Educare. We explore examples of colour blindness in Swedish classrooms and experiences of meeting racism in school. Further, we investigate how racism and discrimination can be expressed in a school's everyday life without anyone necessarily having malicious intentions. With this, we contribute to understanding that various exclusionary practices based on ethnicity and race can occur even in school settings that promote diversity and anti-racism.
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