| 1. |
- Lund, Anna, 1969-, et al.
(författare)
-
Skolframgång och mångkulturell inkorporering
- 2016
-
Ingår i: Skolframgång i det mångkulturella samhället. - Lund : Studentlitteratur AB. - 9789144093529 ; , s. 13-35
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 2. |
|
|
| 3. |
-
Skolframgång i det mångkulturella samhället
- 2016
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Skollagen och majoriteten av den svenska befolkningen är eniga. Unga människor ska oberoende av kön, social bakgrund och etnicitet kunna ha samma framtidsmöjligheter. Samtidigt visar utbildningsvetenskaplig forskning på generellt försämrade skolprestationer, ökad skolsegregation och stora skillnader i genomsnittliga betygsnivåer mellan skolor.I glappet mellan skolans uppdrag och dess verklighet visar denna bok vägen framåt. På vetenskaplig grund ger kapitlen svar på frågan: Vilka är framgångsfaktorerna i mångkulturella skolor?Avgörande är inte bara en skolkultur där elever kan vara olika utan även, som Mats Trondman skriver i bokens sammanfattande analys: att eleverna kan lära sig så att de lär sig att de kan lära sig.Boken vänder sig till blivande och verksamma lärare, skolledare och elevvårdspersonal med intresse för skola och utbildning i ett mångkulturellt samhälle.
|
|
| 4. |
- Barmark, Mimmi, 1975-, et al.
(författare)
-
How School Choice Leads to Segregation : An Analysis of Structural and Symbolic Boundaries at Play
- 2016
-
Ingår i: Secondary Education. - New York : Nova Science Publishers, Inc.. - 9781634850544 ; , s. 67-86
-
Bokkapitel (refereegranskat)abstract
- In this chapter we analyze the pathways through which school choice leads to segregation in the multicultural setting of Malmö, Sweden and in relation to an elite-oriented program, the natural science program. As a result of school choice reforms this program has grown rapidly in recent years, as has the number of students with an immigrant background attending it. In this chapter we examine whether the latter is to be interpreted as a sign of increased integration, or whether segregation persists within the program; that is, whether these high-performing students who have chosen the same elite program still end up in different schools, depending on their social and ethnic background. Thereafter we examine the extent to which any segregation that is indeed found can be explained by students’ “free” choices, and the extent to which these choices are restricted by previous school performance. We use the concepts of structural and symbolic boundaries and examine the importance of each, using a combination of register and survey data. Both structural and symbolic boundaries are found to restrict students’ school choices in a way that, on the municipality level, creates segregation. Roughly half of the school choices found with regard to immigrant status can be attributed to differences in grades. But we find that, in addition, the most attractive schools sustain a symbolic boundary, based on Swedishness and whiteness and intertwined with a performance culture, which makes these schools less accessible to students with an immigrant background. One conclusion, therefore, is that school segregation is unlikely to be solved within the present school system; at least not until the symbolic boundaries now influencing school choice are “blurred” or dissolved.
|
|
| 5. |
- Ferry, Magnus, et al.
(författare)
-
Pupils in upper secondary school sports : Choices based on what?
- 2018
-
Ingår i: Sport, Education and Society. - London : Routledge. - 1357-3322 .- 1470-1243. ; 23:3, s. 270-282
-
Tidskriftsartikel (refereegranskat)abstract
- In the fields of both education and sport, the possession of capital and habitus influences an individual’s lifestyles and choices, which in turn affects the social selection within these fields. In this article, we will study the Swedish system of school sports as an overlap between the fields of education and sport, and thus viewed as a double dominated field. From a cultural sociological perspective, the purpose of this article is to analyse and explain how the organisational conditions and pupils’ social characteristics interact with upper secondary pupils’ choices of different school sports programmes in Sweden. Based on registry data on secondary school sports pupils, the results show that the supply of school sports requires specific forms of social dispositions that have an impact on which categories of pupils choose to participate. Among the students participating in school sports, there is a higher proportion of pupils who: are of Swedish origin (p < 0.05), are boys (p < 0.05), attend academic study programmes (p < 0.05), and have parents with high educational capital (p < 0.05). Furthermore, based on 677 pupils’ questionnaire responses, collected through two studies on school sports in Sweden, the results show that the choice between different types of school sports programmes is related to the intersection between pupils’ sex and possession of educational and sporting capital. One important conclusion is that the overlap between the fields of education and sports exacerbates gender and class biases, and that the supply of school sports in Sweden appeals to a narrow or rather specific taste for sport and education, particularly favouring boys with highly educated parents and an interest in team sports.
|
|
| 6. |
- Ferry, Magnus, 1972-, et al.
(författare)
-
School sports pupils in Swedish upper secondary schools : selection based on what?
- 2014
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In both the fields of education and the field of sport, an individual’s possession of capital and his or her habitus influence lifestyle and choices that in turn affect the selection of pupils on a collective level. In this article, we will study school sports and the crossing of these two fields. From a cultural sociological perspective, the main purpose of this article is to identify and analyse how organisational conditions and pupils’ social characteristics interact with the different selection processes that underlie upper secondary pupils’ participation in school sports in Sweden. The results show that the selection of pupils to school sports is ultimately a question of how school sports is organised and the pupils’ social characteristics. Upper secondary schools generally organise school sports through academic programmes, and with team sports, this seems to be better adapted to the interests and sports habits of middle-class boys. Furthermore, on the basis of 677 pupils’ questionnaire responses, the results of this study show that choice between different types of school sports programmes depends on the possession of educational capital and sporting capital.
|
|
| 7. |
- Forsberg, Camilla, 1968-
(författare)
-
Skrivandets gränser : Normering genom skrivdiskurser i tidig skrivundervisning
- 2021
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines writing instruction for 3–10-year-olds. The aim is to further our understanding of how instruction is standardizing writing. The research questions are the following: What do teachers and children appear to prioritize within writing instruction? Which discourses emerge in writing instruction within educational practices? Three educational practices participate in the study: a preschool, a preschool class and a compulsory school. The theoretical and methodological foundation of the study is critical discourse analysis (Fairclough, 2010). The data consists of observations of writing instruction, and of interviews with teachers, conducted both in groups and individually. The result shows that teachers prioritize writing within a context and children’s participation, self-esteem and ability to write correctly, in the correct way and within the allotted time. The children also prioritize participation and writing correctly and in the correct way. Eight discourses emerge, namely the discourses of self-esteem, completion, skills, role models, creativity, participation, awareness and of maturity and progress. Within writing instruction, there has been a gradual shift in the orders of discourse, resulting in the discourses of expectation, standardization and homogeneity within standardization of early writing being preferred over the discourses of individuality, creativity and participation. The creativity discourse and the maturity and progress discourse are more prominent in the teachers’ reflections than in the writing instruction observed. Notions, emerging in the discourses, of how children (most efficiently) learn to write and of their progress as writers are rooted in history, and different notions co-occur within a complex system. One conclusion is that writing instruction is based on how the children’s writing progresses and on what is deemed valuable within the specific context. Another conclusion is that standardization within writing instruction is fuelled mainly by the children’s actions and questions on what they may (or may not) write and how they may (or may not) compose their texts. In this way, the norms governing writing emerge within specific writing activities. Both teachers and children standardize writing instruction as they conduct it together.
|
|
| 8. |
|
|
| 9. |
-
Immigrant incorporation, Education and the Boundaries of Belonging
- 2020
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- In this edited volume, authors analyze how symbolic boundaries of belonging are negotiated and reflected upon by school actors in different educational contexts and how that contributes to a richer understanding of the ways in which "we-ness" acts as a fundamentally structuring force in immigrant incorporation. The analyses draw on cultural sociologist Jeffrey Alexander's work on civil sphere theory, thus grasping both the solidaristic dimensions of incorporation and processes of exclusion. Chapters are guided by two major themes: school choice/ethnic school segregation and religion/faith in schooling. Both of these themes provide rich examples of how immigrant school actors negotiate the symbolic codes that define boundaries of belonging/non-belonging in different communities. This focus will broaden the understanding of how educational practices and formal schooling works in relation to immigrant incorporation into different school cultures, as well as in the Swedish civil sphere.
|
|
| 10. |
|
|
