| 1. |
- Ahmad, Bassam, et al.
(författare)
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Svenska som andraspråk på språkintroduktion
- 2019
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Ingår i: Didaktisk utvecklingsdialog. - Lund : Studentlitteratur AB. - 9789144125749 ; , s. 67-84
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Ambrose, Anna, Fil dr. 1970-
(författare)
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Att navigera på en lokal skolmarknad:en studie av valfrihetens geografi i tre skolor
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores and analyses how school choices are made and perceived in an urban local school market. The thesis uses concepts from the French sociologist Pierre Bourdieu and theories working with the concept of place and space. Using ethnographical methods, it explores the geography of school choice, while the empirical material describes and analyses school choices in a local school market structured by socio-economic as well as symbolic boundaries. The five empirical chapters discuss and analyse imaginary geographies, school habitus, hot and cold knowledge, and symbolic boundaries. The concluding chapter discusses the main findings and addresses some questions regarding how to make the educational system more equitable.
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| 3. |
- Ambrose, Anna, 1970-
(författare)
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Att navigera på en skolmarknad : en studie av valfrihetens geografi i tre skolor
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen beskriver och analyserar hur skolvalfriheten som policy, det vill säga uppfattad möjlighet och hot tar sig i uttryck i vardaglig praktik. Aspekter av diskurser, praktiker analyseras i avhandlingen utifrån olika aktörers handlingshorisonter. Avhandlingens kontext består av en urbant belägen lokal skolmarknad, inom vilken aktörers praktiker och strategier undersöks. Avhandlingen behandlas således hur ungdomar, familjer och skolprofessionella navigerar skolvalfriheten i en alltmer polariserad och storstadsregion. Teoretiskt ramas studien in av Pierre Bourdieu sociologi samt koncept från det kulturgeografiska fältet. Metodeoliskt bygger avhandlingen på empiri insamlat med etnografiska metoder under läsåret 2012-2013. I de fem empiriska kapitlen diskuteras hur föreställda geografier, skolhabitus, rykten och symboliska gränser förhandlas av studiens aktörer. I det avslutande kapitlet diskuteras och analyseras avhandlingens främsta bidrag. Kapitlet lyfter också några frågeställningar som måste adresseras för ett mer jämlikt utbildningssystem.
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| 4. |
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| 5. |
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| 6. |
- Bunar, Nihad
(författare)
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Can Multicultural Urban Schools in Sweden Survive the Freedom of Choice Policy?
- 2009
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this article is to describe and analyze how a number of multicultural urban schools in the Swedish cities of Stockholm and Malmö identify, understand and respond to the competition they have been exposed to on the emerging educational quasi-market. Based on interviews with school leaders and research on a wide range of secondary literature it is possible to identify three types of competitors: “white” schools, ordinary and religious/ethnic free schools and neighboring multicultural schools. The responding strategies vary from the logic of resignation and condemnation of parents for making “wrong” choices to a critical redefinition of pedagogical practices towards minority students and the equivocal alliances. I argue that the competition as an exclusive incentive for school development, as proposed by the neoliberal educationalists, only partly has proven its aptitude. If the education system is to maintain its transformative capacity then interventions are needed in the very basis of the structure of inequality that generates social differences; in the way the educational market is organized as well as; in the multicultural urban schools’ daily operations and communications with their local communities.
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| 7. |
- Bunar, Nihad
(författare)
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Choosing for quality or inequality : current perspectives on the implementation of school choice policy in Sweden
- 2010
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Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 25:1, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- A policy of school choice has, in various shapes, been implemented in educational systems across the world during the last decades. Drawing on various empirical and theoretical sources, the aim of this article is to distinguish the key defining elements of the Swedish school choice policy and to present and discuss some of its outcomes in terms of segregation, costs, and student achievements. Thus I show that the policy design contains some peculiarities since it nourishes both a strong market-orientation and an equally strong market-skepticism. Regarding the outcomes I show that the research is pervaded by ambiguity and uncertainty regarding whether the policy has delivered its promises or, on the contrary, it has worsened the state of education by increasing segregation and crowding out some schools of their socially strongest students. Finally, I argue that due to its peculiarities the school choice policy in itself so far has, surprisingly or not, had a relatively small impact on the overall educational quality and equity in Sweden. I also argue that since the market forces are definitely gaining the upper hand under the current liberal-conservative government, we can soon expect some decisive changes in the way school choice operates and with what results in Sweden.
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| 8. |
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| 9. |
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| 10. |
- Bunar, Nihad
(författare)
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Den etnifierade urbana fattigdomen och välfärdsstatens reaktioner
- 2005
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Ingår i: Sociologisk forskning. - : Sveriges Sociologförbund. - 0038-0342 .- 2002-066X. ; 42:4, s. 57-78
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Tidskriftsartikel (refereegranskat)abstract
- In year 1998 the Swedish government adopted an ambitious urban renewal policy (URP). One of its main elements was to combat social exclusion in a number of housing areas in Stockholm, Gothenburg and Malmö. Between 2002 and 2004 I have been studying implementation of this policy and its ideas in five neighborhoods in Stockholm. Based on previous research I claim that this form of ethnified urban poverty, in popular discourses named urban segregation, is being generated by the structural unemployment and by the so-called ”ethnic factor” embodied in processes of stigmatization and discrimination. URP has been set up to assist the general welfare policy to challenge and ultimately solve this social problem.In this article I focus on three problems inherited in the policy implementation: disparity between theory and practice concerning the basic ideas of URP; the anomaly concerning the time aspect and an extreme unwillingness by the state to follow up the implementation process. One of the main conclusions is that URP has failed in its ”mission” to assist the general welfare policy because, firstly, the local analysis of what generates the social exclusion highlighted only the structural unemployment.The impact of discrimination and stigmatization was omitted. Secondly, URP:s practical implementation was particularistic, non-relational and anomalistic.
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| 11. |
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| 12. |
- Bunar, Nihad
(författare)
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Hate crimes against immigrants in Sweden and community responses
- 2007
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Ingår i: American Behavioral Scientist. - : SAGE Publications. - 0002-7642 .- 1552-3381. ; 51:2, s. 166-181
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to describe and analyze development in Sweden concerning the amount and types of reported hate crimes and entailed community responses. Particular attention is paid to offenses against immigrants. The number of reported xenophobic, anti-Semitic, and homophobic crimes has increased considerably between 1997 and 2003. The most common hate crimes against immigrants are threats, harassment, slander, ethnic agitation, and assault. The broader community (political state and welfare society) responded with new legislation, new orders to the police, a discursive offensive against racism, and in particular, the enactment of huge social programs in impoverished immigrant communities. The author analyzes some of the outcomes of these responses.
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| 13. |
- Bunar, Nihad
(författare)
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"if we only had a few more Swedes here"
- 2008
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Ingår i: Ungdomsforskning: Unge med etnisk minoritetsbaggrund. - 1602-0324. ; 7:1&2, s. 6-
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Tidskriftsartikel (refereegranskat)abstract
- The true story of multiculturalism can only be told by those wholive it on a daily basis. This article depicts multiculturalism aslived by young people from multicultural suburbs of Stockholmand Malmö. Most of them really like their multicultural neighborhoods. At the same time they would like more Swedes tomove there. The small number of Swedes makes them vulnerableto categorization and stigmatization
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| 14. |
- Bunar, Nihad
(författare)
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Komplement eller konkurrent? : Fristående gymnasieskolor i ett integrationsperspektiv
- 2002
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande rapport är skriven inom ramen för projektet "Tillval eller tillflykt" och medekonomiskt stöd från Integrationsverket och Tema Etnicitet, Campus Norrköping, Linköpings Universitet. Ett antal forskare som ingår i projektet har studerat olika skolformers (kommunala och fristående skolor) mångfaldsorientering och utbildningssystemets kopplingar till frågor om segregation och integration i det svenska samhället. Rapporten fokuserar specifikt fristående gymnasiekolors framväxt med empiriska nedslag i tre sådana skolor.
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| 15. |
- Bunar, Nihad, et al.
(författare)
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Lyckas skolan?
- 2004
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Ingår i: Attityder till skolan 2003. - Stockholm : Skolverket. ; , s. 83-94
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 16. |
- Bunar, Nihad, et al.
(författare)
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Lyckas skolan?
- 2004
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Ingår i: Attityder till skolan 2003. - Stockholm : Skolverket. ; , s. 83-94
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
- Bunar, Nihad
(författare)
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Multicultural Urban Schools in Sweden and Their Communities : Social Predicaments, the Power of Stigma, and Relational Dilemmas
- 2011
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Ingår i: Urban education (Beverly Hills, Calif.). - : SAGE Publications. - 0042-0859 .- 1552-8340. ; 46:2, s. 141-164
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Tidskriftsartikel (refereegranskat)abstract
- Multicultural urban schools in Sweden are facing two major challenges. First, the communities the schools serve are stigmatized and economically impoverished, leading to growing concerns regarding the quality of education, lack of credibility, and outflow of students. The second challenge is the ambivalent relationships with students' parents (presumable consumers and partners, but who are also regarded as culturally conservative) and with the broader community, such as public authorities and universities. I argue that we cannot understand the practical operations and outcomes of multicultural schools if we look only at the curriculum, individual attitudes, or educational policy changes and do not examine the broader challenges facing these institutions. What is needed is a more relational approach linking together the interests of different groups, policy changes, modes of representation, and the educators' practices.
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| 18. |
- Bunar, Nihad, et al.
(författare)
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'Not (yet) ready for the mainstream' - newly arrived migrant students in a separate educational program
- 2022
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Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 37:6, s. 986-1008
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to describe and analyze how school leaders as key actors in policy enactment understand, talk about and act in relation to Newly Arrived Migrant Students (NAMSs) enrolled in a separate Language Introduction Program in Sweden. Drawing on the work of Stephen J. Ball and colleagues, we argue that a particular discursive formation of NAMSs, operating within constrains of various contextual factors, has a decisive impact on how policy as text is interpreted and enacted. Discursively formulating NAMSs as having multiple challenges, beyond Swedish language and insufficient grades, introduces various barriers. Policy flexibility in combination with power disparities thus allows school leaders, framed within legitimacy of ‘rational explanations’ and ‘affirmative intentions’, to negotiate policy meanings which are not always working in the students’ best interests. Our empirically grounded and theoretically informed discussions showcase why there can be no inclusive education if NAMSs, during a protracted period, are physically, pedagogically and socially separated from mainstream structures. Consequently, and with the support in international research, we call for the overhaul of organizational approaches that allocate Newly Arrived Migrant Students to separate educational forms.
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| 19. |
- Bunar, Nihad, et al.
(författare)
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Schools, choice and reputation : Local school markets and the distribution of symbolic capital in segregated cities
- 2016
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Ingår i: Research in Comparative and International Education. - : SAGE Publications. - 1745-4999. ; 11:1, s. 34-51
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Tidskriftsartikel (refereegranskat)abstract
- An exploration is presented of how urban spaces, polarized by class and ethnicity, structure the basic conditions of emerging local school markets. The authors investigate how the distribution of symbolic capital, or ‘hot knowledge’ of the market, affects schools, the market, and the urban spaces themselves. The study is guided by theoretical notions involving lived local school markets, competitive spaces and symbolic capital. Methodologically, the study is based on ethnographic fieldwork at three compulsory schools in Stockholm. Analytically, the ways in which relations among urban spaces and school choice, and actors’ perceptions of these relations, affect the actors’ subsequent positioning in the local market, are illustrated. The authors’ main conclusion is that despite nationally defining principles mandating fairness, transparency and integration, school choice policy is being implemented on an uneven playing field, aggravating current patterns of segregation in education and even housing. Consequently, a call is made for an urgent reframing of some of the policy’s nationally defining principles.
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| 20. |
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| 21. |
- Bunar, Nihad
(författare)
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Skolan mitt i förorten : - fyra studier om skola, segregation, integration och multikulturalism
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is first to bring into focus and analyze how relations between schools and the local community are affected when negative economic developments in combination with stigmatizing public representations or portrayals segregate the area. The second aim is to lift up and analyze what role schools are expected to, and actually do, play when an area with a large proportion of immigrants and socially marginalized residents is to be integrated via a set of political-ideological proclamations and concrete efforts. The empirical material that I analyze in the dissertation has been collected in the following districts of Stockholm: Jordbro, Rinkeby, Tensta, and Husby. The heart of the dissertation comprises of four independent studies (chapters 5-8), as well as an introductory section (chapters 1-4), in which the dissertation's background factors, theoretical and methodological framework, and central concepts (segregation and integration) are delineated. Chapter 9 comprises of a concluding discussion of the central findings of the dissertation. My primary theoretical source of inspiration is the French sociologist Pierre Bourdieu's way of looking at the relations between individuals and structures. Against the background of his work I contend that it is first when positions, lived experiences, and representations are placed in relation to each other in a specific context - a field - that we can see the complexity that makes an explanation possible of why and how segregation of areas with high proportions of immigrants and their schools can be carried out and maintained. This is the framework that I operationalize in my dissertation. The role in integration that schools are officially expected to play in the local community, and that is accepted as legitimate and worth pursuing by the leadership in schools has, for the most part been unsuccessful. In some respects it never really started. The reason for this is the way that the negative socio-economic conditions and representations have impacted the relations between various actors in the schools and local communities. I have also been able to show that when these relations work relatively well, there can be positive benefits for both the school and its socio-economically deprived, predominantly immigrant catchment area. The positive effects for the schools are marked, with regard to reputation, status, an improved economic situation, pedagogic development, and higher grades among the students. The positive benefits for the local community come primarily in the form of higher status and reputation.
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| 22. |
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| 23. |
- Bunar, Nihad
(författare)
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Skolvalets baksida
- 2008
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Ingår i: Invandrare & Minoriteter: Tidskrift för forskning, politik, kultur och debatt. - 1404-6857. ; 35:5, s. 5-
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 24. |
- Bunar, Nihad
(författare)
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The free schools "riddle" : Between traditional socialdemocratic, neo-liberal and multicultural tenets
- 2008
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831. ; 52:4, s. 16-
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Tidskriftsartikel (refereegranskat)abstract
- The question of what role free schools should perform in the Swedish educational system has been a contested subject between three ideological, theoretical, political and policy tenets. The first, ‘‘contribution to pedagogical diversity in a controlled school market’’ reflects a traditional social democratic view. The second, ‘‘contribution to a better education on a competitive school market’’ reflects a neo-liberal approach. The third tenet, ‘‘contribution to the maintenance of groups’ and individuals’ cultural and religious identity’’ reflects a multicultural view insisting on the thesis that a family’s cultural and religious identity should be a steering motive for the school choice. The aim of this article is to take a closer look at what the three tenets that constitute the ‘‘riddle’’ contain— including their claims, responses to critics, arguments and empirical evidence—and to discuss some of their practical impacts on the shaping of educational policy.
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| 25. |
- Bunar, Nihad
(författare)
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The Geographies of Education and Relationships in a Multicultural City Enrolling in High-Poverty, Low-Performing Urban Schools and Choosing to Stay There
- 2010
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Ingår i: Acta Sociologica. - : SAGE Publications. - 0001-6993 .- 1502-3869. ; 53:2, s. 141-159
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Tidskriftsartikel (refereegranskat)abstract
- Given the institutional and financial opportunity to choose any school public or private/independent - in the city, how are we to understand students choosing to stay in their low-performing, high-poverty schools with bad reputations? Drawing on interviews with 53 students from two urban schools in Stockholm and Malmo, as well as on the secondary literature and theoretical perspectives on community discourse and the freedom of choice policy, I argue that we will never understand why students choose to stay if we consider only the values of the pedagogical commodities exchanged in the educational quasi-market. The analytical gaze ought to embrace sociological perspectives on the local community and schools, including individual strategies in relation to school choice and the power of relations, categorization and stigmatization. Thus, I conclude that neither deficiency in information, transportation costs and time nor some murky cultural-religious incentives are behind the decision to stay. The major incentive can be found in the ongoing negotiations between different aspects of community and school discourse that young people develop, whereby, among other things, the prospect of losing a network and the feeling of safety and becoming an outsider in exchange for gaining access to a 'Swedish' middle-class school is, for the time being, not deemed a fair deal.
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| 26. |
- Bunar, Nihad
(författare)
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Urban Development, Governance and Education : The Implementation of an Area-based Development Initiative in Sweden
- 2011
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Ingår i: Urban Studies. - : SAGE Publications. - 0042-0980 .- 1360-063X. ; 48:13, s. 2849-2864
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Tidskriftsartikel (refereegranskat)abstract
- A large, area-based metropolitan development initiative (MDI) was launched in Sweden in 1999 as part of a new metropolitan policy. The Swedish government and seven municipalities invested about 400 million Euros in 24 of the most deprived urban neighbourhoods in the Stockholm region, Gothenburg and Malmo. The overall aim was to promote integration and combat unemployment, low achievement in schools, poor health, criminality and low democratic participation. The idea of urban governance was highlighted as one of the distinguishing hallmarks of the policy. Elementary schools were, after various labour-market projects, the largest receivers of MDI funding. Drawing on empirical findings as well as on secondary literature, this article describes and analyses how local school stakeholders-most notably heads of local education departments, principals and teachers-implemented the MDI with particular focus on the policy's urban government principle. It is argued that local school stakeholders, as a well-organised group with strong professional identity, captured the idea of urban governance and manipulated it to fit their own particular interests. Some effects of this process include schools becoming further isolated from their local communities, students and parents becoming further isolated from the decision-making processes within schools and money being spent on projects that are exclusively defined by the educators and the administrators, rather than by the communities they serve.
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| 27. |
- Bunar, Nihad, et al.
(författare)
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Urban polarisering och marknadens förlorare
- 2018
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Ingår i: Skolan, marknaden och framtiden. - Lund : Studentlitteratur AB. - 9789144119960 ; , s. 169-186
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Bokkapitel (populärvet., debatt m.m.)
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| 28. |
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| 29. |
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| 30. |
- Dahlstedt, Magnus, et al.
(författare)
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Systemet med fritt skolval måste bytas ut
- 2018
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Ingår i: Svenska Dagbladet.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ökad segregation och deprofessionalisering av läraryrket är några av effekterna av det fria skolvalet. Nu krävs en grundlig utredning med siktet inställt på att hitta alternativ till nuvarande marknadssystem, skriver ett flertal forskare.
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| 31. |
- Dávila, Liv T., et al.
(författare)
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Translanguaging through an advocacy lens : The roles of multilingual classroom assistants in Sweden
- 2020
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Ingår i: European Journal of Applied Linguistics. - : Walter de Gruyter GmbH. - 2192-9521 .- 2192-953X. ; 8:1, s. 107-126
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the intersection between teacher agency and national language policy in Sweden. We present data from qualitative research across multiple urban Swedish school districts that explores the experiences and perspectives of multilingual classroom assistants (MCAs) on their work and in relation to national and district-level policies. We interrogate what it means to uphold translanguaging stances in otherwise monolingual Swedish classrooms. Data showcase the complexity with which MCAs articulate their roles as advocates for their students in translanguaging spaces, and in relation to school, district, and national policies. This inquiry also uncovers the need to position the experiences of MCAs more centrally in educational policy to support alternative visions for inclusion of newly arrived migrant students in school. It concludes with insights regarding the multifaceted nature of teacher advocacy and its relevance to future scholarship on the education of newly arrived migrant children.
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| 32. |
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| 33. |
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| 34. |
- Isling Poromaa, Pär, 1980-
(författare)
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Den subtila ojämlikheten : Om grundskolors materiella förutsättningar och elevers utbildningsmöjligheter
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to examine compulsory schools' material conditions in relation to students' learning opportunities and schools staffs’ opportunities to educate. The thesis consists of four published peer-reviewed articles. The empirical data was collected through extensive fieldwork during 2010-2011 in three Swedish schools (ages 14-15), characterized by different social demographics. The material is primarily classroom observations, semi-structured interviews and policy documents. Analysis in the thesis draws mainly on Pierre Bourdieu’s theoretical framework, but also on contemporary developments institutional habitus by Diane Reay and positional capital by Jacques Lévy. Also, materiality as an educational concept is used to reflect and discuss schools’ prerequisites as institutions of education. The first article investigates how school practice emerges for pupils and the importance it has on their perceptions of their own lives in the school, it also considers and discusses the utility of the theoretical tool school habitus. The study was furthermore a critical examination of the reproductive and/or social levelling effects that school practice could have on pupils. The second article explores and compares the schools' access to ICT and classroom teaching. The third article examines the role of the family and its importance for school staff and pupils in the daily operations of the school. In addition, it scrutinizes how socioeconomic conditions affect the middle- and working-class schools' abilities to navigate in relation to families. The fourth article examines material conditions in all three schools with a focus on pupils and school staffs’ perceptions and actions in school practices, and how materiality shapes schools' institutional habitus. The analysis displays that schools’ materiality has major significance for the forms of institutional habitus and which ideals and values about education are developed in the different schools. It also displays that schools’ material conditions are closely interwoven with pupils’ educational backgrounds and the socioeconomic structure of the local neighbourhood. Schools’ material preconditions affect the pedagogical work of the teachers in classrooms and principals’ acting space to follow and implement the schools’ missions according to steering documents. Viewed as preworld, the local area and resources in the schools shape pupils’ sense of worthiness and thus their visions of a possible future in regard to educational and- workinglife carriers. The thesis discusses and concludes that the title The Subtle Inequality illustrate a process where phenomenon such as school choice, teacher shortage or schools’ abilities to compete are taken for granted. They are seen as “natural” and given, thus they hide the existing, objective material preconditions as the sources that shape differences in the educational system. To overcome these differences, the thesis reflects on the need to give all schools in Sweden equal material starting points.
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| 35. |
- Jahanmahan, Farhad, et al.
(författare)
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Att vara ensam och nyanländ
- 2015
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Ingår i: Nyanlända och lärande. - Stockholm : Natur och kultur. - 9789127142367 ; , s. 291-304
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 36. |
- Jahanmahan, Farhad, et al.
(författare)
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Ensamkommande barn på flykt : berättelser om flyktingskap, interaktioner och resiliens
- 2018
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Ingår i: Socialvetenskaplig tidskrift. - : Förbundet för forskning i socialt arbete. - 1104-1420 .- 2003-5624. ; 25:1, s. 47-65
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Tidskriftsartikel (refereegranskat)abstract
- Based on interviews with fifteen unaccompanied minors from Afghanistan, the article explo-res how these children understand their interactions with two government agencies during the asylum process, namely, social services and legal guardians. These agencies are among the most important caring for children’s reception, welfare, and everyday life. The conceptual framework of the study includes interactions occurring in the context of asymmetric power relations between children and institutional actors, resilience, and vulnerability. In the study, the tremendous hard-ships experienced throughout their childhood as well as during flight are reported. Upon arrival in Sweden, the asylum process becomes a part of the psychological and social challenges for the children. Experiences of interactions with formally protecting contexts are mixed. However, in situations where interactions seem to undermine their interests, the children appear to function as strong actors with an ability to negotiate spaces of influence and bring about changes.
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| 37. |
- Kallstenius, Jenny, 1976-
(författare)
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De mångkulturella innerstadsskolorna : Om skolval, segregation och utbildningsstrategier i Stockholm
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- An educational reform was carried out in Sweden in the early 1990s. This reform involved implementing a far reaching policy of freedom of choice. The reform resulted in an increased establishment of independent schools, competition between schools and gave cause to substantial student flows between different city districts and public and independent schools.This study focuses on three public compulsory schools in Stockholm city with a striking inflow of students from socially disadvantaged suburbs, and an outflow of students to other schools. The aim is to describe and analyse how school leaders, teachers, parents and students relate to, and make use of, the freedom of choice policy. The study revolves around the following questions: How does the policy affect the schools’ positions in the field of education? How can the inflow of students be explained? How does the increased diversity affect identity formation and social relations among students? How can the outflow of students living within the schools’ catchment areas be explained?The empirical data were collected through an ethnographic fieldwork over the course of one year, using different techniques foremost observations, focus groups and interviews.My theoretical point of departure is that an understanding of these processes must take societal structures and social positions, as well as individual and institutional factors, into account. In my analyses I draw on Bourdieu’s theoretical framework and concepts such as field, habitus, capital and social space.The findings suggest that the schools’ positions, and the actors’ practices, are determined by objective factors, but that surrounding social and symbolic structures also plays an important role. Symbolic capital associated with “Swedishness”, and characteristics ascribed to stigmatized suburbs and the better-off inner-city districts, are important factors to understand the student flows and the development at the studied schools.
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| 38. |
- Karlsson, Sandra, 1982-
(författare)
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Children's lived rights : The everyday politics of asylum-seeking children
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores asylum-seeking children’s everyday politics in relation to their situation in the Swedish reception system. It engages in a theorization of children’s political agency in which a broad definition of politics is adopted to examine and acknowledge the politics embedded in children’s everyday spaces and children’s everyday actions. Methodologically, it draws on a one-year ethnographic fieldwork and participatory methods with 18 children aged 6-12 years in two institutional settings: the school and the asylum centre. The thesis involves three empirical studies, covering arenas that the children themselves identified as important in their everyday lives.The first study explores the children’s articulated standpoints on “home” underpinned by their experiences of an institutional housing lacking home-like conditions. It shows how the children’s articulations identified spatial and relational conditions of “house” and “home” and how they criticized the asylum centre’s regulated time-space, which denied them these conditions, for example, desired food practices, spaces for play, privacy and family life. Moreover, the children’s experiences of living in an unsafe housing was reinforced through their lived fears, that is, their experiences of threats from the “Police” or “Security” and overly strict treatment from staff members of the “Reception” in addition to their fear of deportation. This study shows how the children’s critique implicitly identified how their right to wellbeing in their housing was restricted or denied.The second study focuses on children’s politics of play, manifested in what I have called their play tactics in the asylum centre’s strongly regulated time-space. It shows how the children developed a hidden resistance when they navigated in the asylum centre, that is, how they identified and handled the institutional regulations, amid their lived fears. This article specifically analyses how children’s play tactics can be understood as rights claims in a context where the children were denied spaces for play due to the asylum centre’s spatial restrictions, in the form of rules, prohibition signs and threats of repercussions from staff members.The third study explores belonging and the politics of belonging through the children’s articulated emotions as responses to practices of inclusion or exclusion in the school setting. It shows how the children responded positively, with love and happiness, or negatively, with anger, fear or sadness, depending on how practices and relations affected their sense of belonging in school. This article shows how the children’s articulated emotions contested exclusionary practices that positioned them as Others who could potentially be deported, revealing how the children were emotionally affected when their rights were denied.In conclusion, this thesis shows how the children were affected by the conditions embedded in asylum politics and how their political agency was evoked and enacted in relation to the politics that permeated their everyday lives. It argues that the children’s ways of engaging in hidden politics should be understood in relation to their uncertain position in this high-stakes context. The combined analyses of children’s everyday politics in the three studies have also illuminated, what I have called, children’s lived rights in an asylum context.
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| 39. |
- Mohme, Gunnel, 1954-
(författare)
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Somali-Swedish Girls - The Construction of Childhood within Local and Transnational Spaces
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores diaspora experiences among Somali-Swedish parents and their daughters where the girls are enrolled in a Muslim-profiled school. The thesis uses migration theory with a transnational perspective, with findings that depart from the traditional view of migrants’ rootedness in a single country. It adopts the new paradigm for the sociology of childhood, where childhood is regarded as a social construction and children are considered to possess agency and competence. Anthony Giddens’s structuration theory and its main concept ‘duality of structure’ was employed as a theoretical tool. Methods that were used were participant observation, interviews (individual and in group) and analysis of essays.The thesis consists of three studies. The first study explores how Somali-Swedish parents explain their choice of a Muslim-profiled school for their children. The results refute the traditional view that such choices are solely faith-based, showing faith as important but not determining. Important factors were finding a school that met their high educational ambitions and made both parents and children feel trusted, safe and not disrespected because of their faith and skin-colour.The second study explores transnational experiences, particularly the transfer of transnational practices from the Somali-Swedish parents’ to their children and the construction of a transnational social space, built on close global relationships. The results show that transnational practices are feasible irrespective of physical travel. The study also exemplifies the group’s readiness to relocate between countries by the onward migration from Sweden to Egypt, and implications for the children are illuminated. Somalis in diaspora often explain their propensity to move by their past nomadic life-patterns, but this study shows as strong factors the desire for better opportunities in combination with experiences of cultural and economic marginalisation in the West.The third study analyses how girls in grade 5 (about eleven years old) imagine their future career and family life by analysing essays. The findings reveal that their dreams are both consistent with the expectations of their families (in particular, high educational ambitions) and inspired from elsewhere (particularly in terms of future family life). How the girls imagine their adulthood could be seen as an example of how their original culture is subject to change in a new environment.
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| 40. |
- Nilsson Folke, Jenny, 1981-
(författare)
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Lived transitions : experiences of learning and inclusion among newly arrived students
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores how newly arrived students experience conditions for learning and inclusion in their lived transitions within the Swedish school system. The thesis deploys an ethnographic approach combining interviews with participant observation. The data comprise interviews with 22 students at three points in time and three cycles of participant observation over the course of 15 months (in three municipalities of different sizes).Deploying the concept of post-migration ecology, Study I maps the structural conditions that the educational landscape offers newly arrived students after migration to Sweden. The findings point to the emergence of a parallel school system through which the newly arrived students’ individual needs risk being overlooked. Study II uses a sociocultural perspective to compare the pedagogical and social resources offered in introductory and regular classes, concluding that introductory classes are characterised by weak challenges and strong support, whereas the opposite is true for regular classes. From a critical phenomenological perspective, Study III focuses on the individual students’ embodied experiences of being out of line in school (in a Swedish monolingual school setting). Paradoxically, the separate introductory class in this setting apparently offers a sense of inclusion, whereas the regular class is related to student experiences of exclusion. Study IV analyses temporal aspects of the students' lived transition to upper secondary school. Drawing on a phenomenology of blockage, it documents how extended periods in introductory programmes create a disjunction between the students' imagined and lived school careers. In brief, through analyses that encompass organisational and structural conditions, as well as lived experience, this thesis shows that the lived transitions of newly arrived students can be understood as instances of parallel school lives, a discontinued past and a postponed future.
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| 41. |
- Nilsson, Jenny, et al.
(författare)
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Educational Responses to Newly Arrived Students in Sweden : Understanding the Structure and Influence of Post-Migration Ecology
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:4, s. 399-416
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Tidskriftsartikel (refereegranskat)abstract
- Education systems around the world have experienced a rise in the number of newly arrived students. This article explores the manner in which the Swedish education system responds to the diverse needs of these students. Using the concept of post-migration ecology, the authors outline and critically discuss the legal, organisational, and pedagogical responses that make up the educational landscape and structures of post-migration opportunity. The authors point to the emergence of a parallel educational structure and a deficit model in relation to newly arrived students and argue for a shift in perspective to one that recognises individual needs and resources. At stake in such a shift are not only the educational careers of newly arrived students, but also the realisation of the Swedish school system's stated goals of social solidarity and equity.
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| 42. |
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| 43. |
- Tajic, Denis, et al.
(författare)
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Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools
- 2023
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Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 27:3, s. 288-302
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to advance knowledge on how Swedish primary schools organise education and what strategies they deploy to ensure inclusion and attainment of newly arrived migrant students. The article is based on semi-structured interviews with 30 teachers and school administrators, and one-year of fieldwork undertaken in two multicultural urban primary schools in the Stockholm region. One of the schools initially places students in separate classes, while the other one places them directly into mainstream classes. Both are evoking inclusion and attainment as a reason for using their respective models. As such, do both ‘get it right’? Using inclusion as the theoretical and conceptual framework this article addresses the broader question: How is the meaning of inclusion constructed in the processes of its practical implementation in these two schools? The results show the ambitious tale of inclusion in both schools was, in the process of the construction of its meaning and implementation, reduced to some of its aspects. Teachers and school administrators are allowed to include or leave out of their model whatever they deem necessary, obsolete, expensive or unrealistic and still fitting under the umbrella of inclusion. Sometimes it works, sometimes it does not, and both schools ‘get it right’ and ‘wrong’ in some aspects.
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| 44. |
- Tajic, Denis, 1984-
(författare)
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Mellan policy och praktik : En studie om nyanlända elevers pedagogiska och sociala inkludering i skolan
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the thesis is to investigate how schools’ formal and informal structures affect the pedagogical and social inclusion of newly arrived students, as well as how newly arrived students in grades 7-9 and school staff themselves understand and handle these structures. Formal structures refer to forms of pedagogical measures for newly arrived students. Informal structures refer to opportunities for and the quality of interactions and social relations between, on the one hand, newly arrived students and, on the other, non-newly arrived students and school staff.The majority of the newly arrived students in this study came to Sweden during or immediately after the so-called refugee crisis of 2015 and 2016. This is also a period when an extensive educational policy reform was carried out in Sweden in order to provide better conditions for schools to organize the reception and education of newly arrived students.By using a critical policy analysis, the theoretical focus is placed on a critical and contextualized understanding of how policy implementation can be understood in the relation between local practices and national support measures. The thesis is based on an ethnographic approach, and the empirical material was collected in two primary schools in the Stockholm region during academic year 2018/2019. Besides fieldnotes, interviews with newly arrived students and school staff formed the basis for the analysis.The thesis involves three empirical studies. In Study I, the meaning of inclusion is constructed in relation to three contextual perspectives: the contextual requirements, contextual opportunities and contextual limits. The study shows that organizational and pedagogical "solutions", whose purpose is to include newly arrived students, sometimes have exclusionary premises. The school staff constantly find a way to legitimize their practices in relation to what the policy prescribes.Study II shows that the students and teachers can influence the school's institutional habitus through informal structures. This entails creating places where newly arrived students are accepted as a legitimate part of the school's educational and social environment, in which solidarity comes to the fore through the institutional habitus of multicultural incorporation.In Study III, the analyses show that the schools’ authorized policy actors, such as school leaders, or in some cases teachers, have a legitimate mandate to interpret and enact policy regarding multilingual classroom assistance, which sometimes turns out to be different than what was intended in a certain policy decision. However, there are some actors who do not have a legitimate mandate, but in some cases, they can influence the formal structures and adapt local policy as nonauthorized policy actors.In conclusion, the thesis shows how the school contexts can offer belonging when implementation of formal policy has already created otherness. The outcome is thus not a unilateral distribution of power by principals and teachers, but their power is reduced by the students' relational practices.
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| 45. |
- Valenta, Marko, et al.
(författare)
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State Assisted Integration : Refugee Integration Policies in Scandinavian Welfare States: the Swedish and Norwegian Experience
- 2010
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Ingår i: The Journal of Refugee Studies. - : Oxford University Press (OUP). - 0951-6328 .- 1471-6925. ; 23:4, s. 463-483
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Tidskriftsartikel (refereegranskat)abstract
- This paper sets out to provide an analysis of refugee integration policies in Sweden and Norway, by means of comparative analysis. There is a particular focus on the ideological foundations of the Swedish and Norwegian refugee integration policies, and the main programmes drawn on by the countries' authorities in order to integrate refugees. Further, the focus is widened to identify and analyse the changes, disparities and ambiguities in the Swedish and Norwegian refugee integration policies. The paper also seeks to examine how their experience can help in understanding the limitations of extensive state assisted integration measures. It is maintained here that these Scandinavian countries have developed extensive state sponsored integration programmes of a magnitude which is unique in a European context and elsewhere, and that housing and employment assistance are the two major pillars in both Swedish and Norwegian refugee integration policies. The findings suggest that Sweden and Norway have undergone similar experiences in respect of the challenges and long term outcomes of refugee integration policy-making. Although based on the principle of a strong welfare state, which provides extensive resettlement and integration assistance to refugees, refugee integration policies in Sweden and Norway have not succeeded in equalizing the initial inequalities between refugees and the rest of the population.
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| 46. |
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