| 1. |
- Allan, J, et al.
(författare)
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Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland
- 2013
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346.
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Tidskriftsartikel (refereegranskat)abstract
- The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-de fi cit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children ’ s behaviour and revealed a number of strate- gies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari ’ s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The fi ndings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.
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| 2. |
- Allan, J
(författare)
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The sociology of disability and the struggle for inclusive education
- 2010
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Ingår i: British Journal of Educational Studies. - : Routledge. - 0007-1005 .- 1467-8527. ; 31:5, s. 603-619
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Tidskriftsartikel (refereegranskat)abstract
- This article charts the emergence of the sociology of disability and examines the areas of contestation. These have involved a series of erasures and absences – the removal of the body from debates on the social model of disability; the disappearance of the Other from educational policies and practices; and the absence of academics from political discourses and action. The paper considers the contribution of the sociology of disability to inclusive education and examines some of the objections currently being voiced. It ends with some reflections on the possibilities for academics within the sociology of disability to pursue alternative forms of engagement and outlines a series of duties that they might undertake.
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| 3. |
- Almquist, Ylva, et al.
(författare)
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Childhood social status in society and school : implications for the transition to higher levels of education
- 2010
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Ingår i: British Journal of Sociology of Education. - 0142-5692 .- 1465-3346. ; 31:1, s. 31-45
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Tidskriftsartikel (refereegranskat)abstract
- While research into educational inequalities emphasizes childhood socio-economic status, this study adds another dimension of status into the analysis; namely, the child's own social position among its peers. The aim was to examine whether socio-economic status and peer status can both be linked to educational transitions and, if so, whether they constitute overlapping paths. In a second step of analyses, the relationship between peer status and adult unemployment was investigated. Data were derived from a longitudinal study using a 1953 cohort born in Stockholm, Sweden. Our results suggest that children with higher socio-economic status and children with higher peer status are consistently more likely than their lower status peers to proceed to the next level of education, and that the effects of socio-economic status and peer status hardly overlapped at all. Furthermore, educational differences by peer status seem to involve consequences for the studied subjects' contemporary labour market opportunities. (Contains 4 tables.)
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| 4. |
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| 5. |
- Angervall, Petra, 1970, et al.
(författare)
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Challenges in making an academic career in education sciences
- 2018
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 39:4, s. 451-465
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Tidskriftsartikel (refereegranskat)abstract
- The competitive university has brought about changes in structural conditions and created contradictions which are embedded in institutions. The present study is based on interviews with 42 early career researchers in the field of education sciences in Sweden. We analyse how members of this group handle career possibilities and limitations in relation to gender and to the structural ambivalence embedded in the higher education system. Our results illustrate that the structure of education sciences contains power relations and processes of differentiation, which give researchers different access to resources that can be used to handle structural ambivalence. This is illustrated in how, for example, women researchers, more than men, lack resources to solve the experienced tensions surrounding them, and therefore often work in areas where they are able to cope. Men researchers can often solve their career ambivalence by avoiding traps and gaining recognition, and are therefore able to advance.
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| 6. |
- Beach, Dennis, 1956, et al.
(författare)
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From Learning to Labour to Learning for Marginality: School Segregation and Marginalisation in Swedish Suburbs
- 2011
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Ingår i: British Journal of Sociology of Education. - : Taylor & Francis. - 0142-5692 .- 1465-3346. ; 32:2, s. 257-274
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Tidskriftsartikel (refereegranskat)abstract
- In this article, using data from ethnographic research, we try to present some glimpses of the way education is described as an experience and possibility ‘from below’, by pupils who grow up and study in schools in the most segregated and territorially stigmatized suburbs on the outskirts of our major cities. What we feel they describe is an experience of schooling for surviving the social and economic consequences of curtailed citizenship in a post‐industrial society rather than one of schooling that offers possibilities of integration and full citizenship or social transformation. Our findings have significant policy implications in this respect. Sweden has historically pursued projects aimed at educational inclusion but has recently taken a significant turn toward neo‐liberalism and educational consumerism, since which time various disadvantaged groups have become increasingly concentrated compared with others in under‐achieving schools in an economically threatened public sector. The article discusses some aspects and possible consequences of this development.
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| 7. |
- Behtoui, Alireza, 1958-
(författare)
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Empowerment not racialised segregation
- 2023
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 44:5, s. 912-926
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to investigate the ‘equalising effect of schools’ in general and two concrete interventions that have been carried out recently in Sweden in particular. The first of these interventions is the closing down of schools in deprived neighbourhoods and moving pupils to other schools. The second is ‘empowerment’–i.e., creating an inclusive and supportive pedagogical school environment for students with working-class and immigrant backgrounds. As findings from previous Swedish studies regarding the first intervention show, an equalising effect will not be achieved without considering the ‘school climate’ of mixed schools. The findings from this case study of a school located in a deprived suburb of Stockholm County indicate that even schools in these areas are able to equalise educational opportunities through building an alliance between students, parents and community activists on the one hand and bi-class and bi-cultural brokers like teachers and social workers on the other.
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| 8. |
- Behtoui, Alireza, et al.
(författare)
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Social capital and the educational achievement of young people in Sweden
- 2016
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 37:7, s. 947-969
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Tidskriftsartikel (refereegranskat)abstract
- Based on Bourdieu's conceptualization of social capital (the social stratification perspective), this study examines the impact of social capital on the educational outcomes of young people in Sweden, with a focus on the extra-familial aspect of social capital - that is, social capital generated by parental networks and active membership in various social organizations and friendship networks. The results indicate that the class background of respondents is the main predictor of access to all three forms of extra-familial social capital. However, after controlling for class background, the children of racialized immigrant groups are more likely to have access to more types of social capital than others. All three aspects of extra-familial social capital positively influence the educational performance of pupils.
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| 9. |
- Behtoui, Alireza, 1958-
(författare)
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Swedish young people’s after-school extra-curricular activities : attendance, opportunities and consequences
- 2019
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 40:3, s. 340-356
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Tidskriftsartikel (refereegranskat)abstract
- Recent research demonstrates that, along with the family, the peer group and the school environment, extra-curricular activities are important contexts for young people’s educational and social development. This article is the result of a survey conducted with a sample of young people in their last year of compulsory school in Sweden and examines both who has access to the different types of extra-curricular activity and the consequences of their participation in the various programmes. As the results indicate, after controlling for respondents’ class and migrant background, their gender and their health, there are positive and significant associations between participation in certain types of activity (sporting, cultural and religious) on the one hand, and students’ school performance and educational expectations on the other. However, attendance at a less-organised activity (youth recreation centres or fritidsgård) shows a negative association with these outcomes. Furthermore, the results demonstrate that the gender, social class and migrant background of students affect their rate of participation in many of these activities.
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| 10. |
- Clegg, Sue, 1952-, et al.
(författare)
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The emperor's new clothes : globalisation and e-learning in higher education
- 2003
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Ingår i: British Journal of Sociology of Education. - Basingstoke : Carfax Publishing. - 0142-5692 .- 1465-3346. ; 24:1, s. 39-53
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Tidskriftsartikel (refereegranskat)abstract
- Two closely related and over-determining myths have shaped government inspired policy towards Information and Communication Technologies (ICTs) and education: the one is the irresistible power of globalisation, the other is the determining effect of technology. The result of both is to present the acceptance of e-learning throughout the education system as inevitable. The space left for practitioners in Higher Education is either to embrace the new media enthusiastically or to stand aside and watch its inevitable unfolding. In this paper we develop a critical stance towards the dominant discourse and suggest that the shape of new media in education can be, and is being contested. We argue against both technological determinism and the passive acceptance of the neo-liberal globalisation paradigm. No technologies are neutral. They are always the products of real historical social relations as well as the emergent technical capacities they provide. ICTs as artefacts and social processes are already inscribed with gendered assumptions and the accumulation strategies of their purveyors. Moreover, the conditions under which e-learning is being introduced into education are shaped by managerialist agendas. Placing pedagogy at the forefront is therefore to struggle over the terms and shape of the media adopted. We can see this at both the micro and macro level. Our paper exposes the emperor's new clothes while arguing that there is space for critical discourses that can more meaningfully engage with socially available technologies.
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