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- Beach, Dennis, 1956, et al.
(författare)
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Complexities and Contradictions of Educational Inclusion. A Meta-Ethnographic Analysis.
- 2013
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Ingår i: Nordic Studies in Education. - 1891-5914 .- 1891-5949. ; 33:4, s. 254-268
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Tidskriftsartikel (refereegranskat)abstract
- Recent socio-economic changes, developments in school policy, and increased migration have added new dimensions to debates about educational inequalities. They concern one of the major challenges facing Sweden today, which is to offer all its students an equal education. What we know so far is that growing up in a disadvantaged neighbourhood with high rates of poverty, joblessness, and single parenthood are often used to explain lower levels of schooling, but that their mechanisms and interactions are not well understood. This is the focus of the present article. In it we use meta-ethnography to explore expressions about the education experiences of youths from suburban areas with high levels of unemployment and migration and educational performances lower than the national average to try to cast further light on these problems. We suggest that the common arguments used to account for the problem of school performance are strongly correlated with proficiency in the language of instruction and socio economic conditions, but that these factors cannot account for the full extent of the problem. What it means to live within specific multicultural urban contexts is important as is the segregation and media representation of these areas and those who live in them.
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| 4. |
- Beach, Dennis, 1956, et al.
(författare)
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Power, education, democracy and structural social relations
- 2013
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Ingår i: Differentieringens janusansikte. En antologi från Institutionen för pedagogik och specialpedagogik vid Göteborgs universitet. Inga Wernersson & Ingemar Gerrbo (red). - Göteborg : University of Gothenburg. - 0436-1121. - 9789173467735 ; , s. 189-221
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Öhrn, Elisabet, 1958, et al.
(författare)
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Gender and career in academia.
- 2009
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Ingår i: Paper presented at the NERA congress in Trondheim 5-7 March..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Amentie, S. A., et al.
(författare)
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What sexuality education teaches and what young girls want to learn: voices from an Ethiopian primary school
- 2022
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 17:4, s. 389-404
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on an ethnographic study to understand the practices of sexuality education (SE) in relation to what young girls want to learn in a primary school Ethiopia. This is done by means of school observations, FGD with female students and interviews with SE teachers. The study shows the observed SE focuses mainly on issues of HIV/AIDS and abstinence, which left the interviewed girl's questions unanswered. The latter were concerned with learning about sexual practices and consequences, and bodily functions. The findings also show girls demand more inward-looking SE that addresses and could solve within-school issues. The findings suggest that SE should bring educational needs of students to the fore, instead of dramatising. Our results also shed new light on the critical approaches - despite their focus on abstinence - also advocate gender-equality and discuss body-changes in a radical manner, appearing to challenge unquestioned traditions and the general gender-order.
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| 8. |
- Aniley, S., et al.
(författare)
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Gender Interaction and Its Implications on Sexuality Education in an Ethiopian Primary School: Girls in Focus
- 2024
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Ingår i: American Journal of Sexuality Education. - 1554-6128. ; 19:2, s. 121-139
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Tidskriftsartikel (refereegranskat)abstract
- This ethnographic study aims to understand school-based gender interaction and its implication on the practices of Sexuality Education (SE) in a public primary school in Ethiopia. The study engaged Connell's gender theory to explain the gender interaction from gender division of labor, power relation and cathexis dimensions. The study employed school observations, Focus Group Discussions (FGDs) with students (age 13-16), and in-depth interviews with sexuality education teachers. The findings showed that the selected school is a gendered site in the aspects of division of labor, power relation and cathexis, where boys and girls learn and perform gender through various processes inside the classroom, outside the classroom, and in the immediate school surroundings. The findings also indicated that sexuality education responded to this by taking dual and complex role by both emancipatory (by challenging overall social gender power patterns) and reproducing gender relations (by neglecting the school-based gender bias). The study suggested the need to continuously reflect and reimagine the gender values embedded in sexuality education to improve gender relations in school context.
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