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- Hammarén, Nils, 1972, et al.
(författare)
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En antipluggkultur, eller? Om pojkar, skola och lärande i en stigmatiserad stadsdel
- 2021
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Ingår i: Forskning pågår 2021. Fortbildningskonferens vid Göteborgs universitet..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I många av Göteborgs förortsskolor går ungefär hälften av eleverna ut nian utan behörighet till gymnasiet. En vanlig föreställning om dessa elever, och framförallt pojkarna, är att de är ointresserade av skolan, inte pluggar och saknar motivation samt att detta resulterar i dåliga betyg. I denna presentation redovisar vi resultat från en studie om hur pojkar på en högstadieskola i en utsatt stadsdel i Göteborg själva beskriver sitt förhållningssätt till plugg, skola och lärande. Studien visar bland annat att det finns anledning att ifrågasätta förklaringar om oengagerade manliga elever i förorten som orsak till bristande skolframgång.
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- Hammarén, Nils, 1972, et al.
(författare)
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Worst School in Town? Students in Disadvantaged Neighbourhoods Reclaiming Representations of Their School
- 2024
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Ingår i: Migrant Youth, Schooling and Identity. Perspectives and Experiences from Northern Europe.. - : Springer Nature. - 9783031633447 ; , s. 281-295
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Bokkapitel (refereegranskat)abstract
- School segregation has contributed to a divided school system in Sweden, one that is divided between the ‘best’ and ‘worst’ schools. Performance differences between schools have increased over the last decades, and schools in disadvantaged neighbourhoods are the most negatively affected by this development. They are also stigmatised as the ‘worst’ schools. This chapter is based on a qualitative project studying narratives of self-understanding, experiences of schooling, and plans for the future among 60 ninth-grade male and female students in disadvantaged neighbourhoods in Gothenburg, Sweden. The results show how the students represent their school as a safe haven, a place associated with community, friendship, and solidarity. Furthermore, they emphasise trustful student-teacher relationships and the dialectic between these supportive relationships and student learning. In sum, the students’ narratives contribute to a problematisation and redefinition of the discourses on schools in stigmatised neighbourhoods as the ‘worst’. In relation to the students’ narratives on community and a supportive school environment, the schools could even be considered the ‘best’.
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- Lindbäck, Jonas, 1982, et al.
(författare)
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Civil society social work in stigmatized areas - gang violence, municipals distrust and emancipatory possibilities
- 2024
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Ingår i: Social Work as Emancipatory Practice - Creating Pathways towards Social Justice. - Göteborg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the last couple of years, there have probably not been any social issues more heavily debated in Sweden's political and public sphere than gang violence among young people, particularly in stigmatized areas. In this study, we have followed one civil organisation explicitly performing social work with youth involved in criminal activities who wanted help to defect. The organisation, located in a disadvantaged neighbourhood in one of Sweden's largest cities, constitutes an example of civil society efforts concerning gang violence. Between 2013 and 2023, we followed this work within the framework of two research projects. Both projects are based on an ethnographic approach, including participatory observations, document analysis, and individual and focus-group interviews with representatives of the organisation and the municipality. Findings demonstrate a complicated relationship between the municipality and the organisation, where the latter are distrusted. These experiences of distrust are emotionally charged and have become part of the organisation's history. A related finding is the question of funding. Funding decisions seem somewhat arbitrary, and representatives of the organisation describe being discriminated against and ongoing processes of othering. Finally, despite these dilemmas, findings also indicate that the organisation provides continuity and is vital to the community. Not the least to those young people who wanted help to defect, and their descriptions of the organisation's work and importance in their life trajectories. This study demonstrates the importance of civil society organisations performing community work and the difficulties surrounding such work when targeting gang violence as a highly politicised area.
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- Lindbäck, Jonas, 1982
(författare)
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Marginalized youth - In the school, the city and society
- 2013
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Ingår i: Goldsmiths Graduate Festival 2013, 29 April - 17 May, London..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Over the last two decades the equivalence between schools in the Swedish educational system has severely diminished. These changes are most apparent in relation to the immigrant-dense and disadvantaged neighbourhoods in the major cities. Urban segregation and processes of territorial stigmatization contribute to a high degree to the life in these areas and the situation for the schools there. The focus of this study is on some of these neighbourhoods at the outskirts of Gothenburg, and in particular the students there who finish nine-year compulsory school without sufficient grades for upper secondary school. In many of the schools this is a reality for as many as half of all students, and without post-compulsory education they are much more likely to face unemployment or other social problems in the future. Studies also show how the society tends to blame these young people for being ‘at risk’, and the young people also tend to blame themselves and/or lose faith in society. But there are also signs of resistance and a ‘partial penetration’ of the schools and educational system. The aim for this study is to investigate, through interviews and participatory observations, the ways in which youth that are unlikely to continue to post-compulsory education give meaning to and interpret their position in the educational system and in the hierarchically structured urban space of contemporary Sweden. In contemporary debate around schools and youth ‘at risk’ questions around pedagogy, teachers and economic resources are recurrent themes. But to understand the situation in the areas of study it’s necessary to look beyond the walls of the school to the circumstances that shapes the lives for these youths. Central questions are: the role and function of the school in these young peoples lives? How does it relate to their understanding of themselves, their possibilities, and their place and position in the city and society?
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