| 1. |
- 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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| 2. |
- Dollmann, Jörg, et al.
(författare)
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Classroom composition and language skills: the role of school class and friend characteristics
- 2020
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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 present study addresses the question to what extent language skills among students are influenced by the composition of the overall classroom context and the composition of friendship networks within school classes. Furthermore, we ask whether the effects differ between stratified school systems, with a more homogenous student body in school classes, and comprehensive school systems, with a more heterogeneous student body. Focusing only on classroom characteristics, we find positive effects of the socioeconomic and cognitive overall composition of the school class in Germany’s selective school system, but not in Sweden’s comprehensive system. In contrast, the ethnic composition does not matter significantly in any of the systems, while direct peer interactions, captured with social networks measures targeting friends in a school class, matter slightly more in Sweden’s comprehensive school system.
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| 3. |
- Erlandson, Peter, 1963, et al.
(författare)
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A fair game - the neoliberal (re)organisation of social and relational practices in local school settings
- 2020
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 41:3, s. 410-425
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we use data from ethnography-inspired studies of eight Swedish schools. We describe and analyse how a number of neoliberal-inspired economic and political processes have (re)organised social and relational practices in local school settings. There is an increased focus on individuality in the everyday working lives of teachers, where result-centred practices, relations and professional identities have replaced notions of equality and compensatory interventions. In our study, the teachers describe an increasing focus on performativity, competition and hierarchisation. We use fairness as a lens for illuminating these changes in social relations, changes in the organisation of teachers' practices, and teachers' struggles with these changes. The purpose of this study is to analyse how the current reforms are enacted and how they affect the working lives of teachers, and thereby to contribute to the current discussion on how the last decades of political and administrative changes have affected educational practice.
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| 4. |
- Forsberg, Sara
(författare)
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The symbolic gift of education in migrant families and compromises in school choice
- 2022
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 43:5, s. 700-717
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Tidskriftsartikel (refereegranskat)abstract
- This paper takes an interest in migrant families' educational strategies in the upper-secondary school market in Stockholm. Based on interviews with parents and children in families living in a socially and economically disadvantaged neighbourhood, the analysis shows how conversion of symbolic and economic capital and assets between national-contexts and between generations shapes educational aspirations together with notions of pride, sacrifice, and guilt. What school choice alternatives that are considered viable options depends on the composition of assets and capital within the family, but also differs between family members depending on family dynamics and family members' different social investments in the neighbourhood of residence. The paper argues that migrant biographies are embedded in a gift economy that influences families' educational expectations. Moreover, parents and children identify sociospatial boundaries in the deregulated school market but develop divergent strategies to mitigate disadvantage.
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| 5. |
- Ideland, Malin, 1970-, et al.
(författare)
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Joy, pride, and shame : on working in the affective economy of edu-business
- 2023
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 44:5, s. 860-878
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on what people working in edu-business want to achieve. The aim is to explore (1) how the edu-business sector is discursively constructed as a work-place and part of the education system, and (2) how this discourse is organized within an affective economy - that is how the valuation of emotions distinguish what are considered as 'good' or 'bad' subjectivities, practices, and institutions. The analysis draws on interviews with 22 people working in Sweden's edu-business sector. The results illuminate three discourses: a bureaucratic, an entrepreneurial, and a profit discourse. Emotions attached to the bureaucratic discourse are anxiety, guilt, and boredom. Connected to the entrepreneurial discourse are joy, creativity, and well-being. Shame and pride are attached to the profit discourse. The affective economy constructs the business sector as desirable and the public sector as its opposite. Studying 'the bright side' of neoliberalism helps us to understand its power.
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| 6. |
- Ivemark, Biörn, et al.
(författare)
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From doxic breach to cleft habitus : affect, reflexivity and dispositional disjunctures
- 2023
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 44:5, s. 944-961
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has examined how mismatched dispositions within a divided or ?cleft? habitus are subjectively experienced but has not adequately explored nor theorized the variety of ways in which the dispositional disjunctures that progressively give rise to a cleft habitus are initially generated. Combining recent sociological work on ontological ruptures with an affective reading of Bourdieu?s social theory, we use an empirical case to illustrate how subtle processes of social influence set in motion by affective ties can come to sever the ontological bond between the habitus and the social space that initially shaped it, setting an affectively driven and reflexively negotiated process of habitus change in motion. By shedding light upon some of the sufficient conditions underpinning the development of dispositional disjunctures and the psychosocial forces that mediate this process, we extend the literature on habitus change and conflict in several ways.
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| 7. |
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| 8. |
- Kasselias Wiltgren, Layal, 1979-
(författare)
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So incredibly equal: how polite exclusion becomes invisible in the classroom
- 2023
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Ingår i: British Journal of Sociology of Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0142-5692 .- 1465-3346. ; 44:3, s. 435-451
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the discrepancy between school staffs views of a permissive, inclusive classroom climate, and high-performing minority students stories of social exclusion. The students are seemingly well-integrated into the Swedish school system, they have good grades, high ambitions, and attend a prestigious school. However, students with migration backgrounds describe recurring experiences of polite exclusion in the form of subtle, often unspoken, distancing from the students termed the Swedes, while school staff describe an equal and inclusive class climate, welcoming and accepting of all students. This study is based on participant observation in a prestigious high school, as well as interviews with students and staff.
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| 9. |
- Lilliedahl, Jonathan, 1980-
(författare)
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Class, capital, and school culture : Parental involvement in public schools with specialised music programmes
- 2021
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 42:2, s. 245-259
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Tidskriftsartikel (refereegranskat)abstract
- This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular activities largely run by the parents associations.The paper draws on data from in-depth focus group interviews with members of parents associations in socially, culturally, and historically different schools. Findings demonstrate that parent approaches to specialised education and their modes of involvement vary according to social class, resources, and school culture. There are class-based differences in parent strategies and the way their collective symbolic capital is used in policy negotiation. However, relationships between a parents association and the school administration are generally regulated by the social and cultural history of a particular school.
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| 10. |
- Linde, Jonna, et al.
(författare)
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High-Stakes counselling : when career counselling may lead to continuing residence or deportation of asylum-seeking youths
- 2021
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 42:5-6, s. 898-913
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Tidskriftsartikel (refereegranskat)abstract
- In this article we analyse what happens to career counselling when it is intertwined with the asylum process. A Swedish example is an amendment to the education legislation, regarding residence permits for upper secondary level students. Following the resulting changes in juridical, educational and interpersonal conditions, career counsellors must deliver ‘high-stakes counselling’ that can profoundly affect individuals’ prospects of asylum or deportation. Our analysis is based on ethnographically inspired fieldwork, a survey and Bernsteinian theory. In current Swedish conditions, tight matching to demands of the labour market is essential in this ‘high-stakes counselling’. We conclude that a consequence is institutional introduction of conditional citizenship of asylum-seeking students. This allows countries to select migrants through education, which severely conflicts not only with counselling ideals, but also democratic and equality values regarding possibilities to make choices for the future, thus creating ethical dilemmas for counsellors.
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