From segregation to non-incorporation: a study of a failed school desegregation process in Sweden
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| Název: | From segregation to non-incorporation: a study of a failed school desegregation process in Sweden |
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| Autoři: | Osman, Ali, 1956, Lund, Anna, 1969, Lund, Stefan, 1966 |
| Zdroj: | British Journal of Sociology of Education. 46(1):113-131 |
| Témata: | Desegregation, education, ethnography, modes of incorporation |
| Popis: | The present paper delves into how symbolic boundaries in a school that is undergoing a desegregation process come to shape social boundaries of ‘we-ness’ and ‘otherness’. The theoretical framework of the study starts from an interest in analysing whether symbolic and social boundaries emerge in new encounters during a desegregation process and whether this may produce different modes of incorporation. Peer interactions and schoolwork were observed and interviews with school staff were conducted to investigate school desegregation implementation in a large Swedish town. The town we investigated has formulated a desegregation policy that, over time, has not resulted in desegregation in practice. The results highlight that schools without a coherent pedagogy, idea, or practice for social inclusion face challenges. These challenges, in turn, promote internal micro-segregation and non-incorporation of minority students, despite intentions to promote inclusion. |
| Popis souboru: | |
| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-240511 https://doi.org/10.1080/01425692.2024.2428680 |
| Databáze: | SwePub |
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Nájsť tento článok vo Web of Science | Abstrakt: | The present paper delves into how symbolic boundaries in a school that is undergoing a desegregation process come to shape social boundaries of ‘we-ness’ and ‘otherness’. The theoretical framework of the study starts from an interest in analysing whether symbolic and social boundaries emerge in new encounters during a desegregation process and whether this may produce different modes of incorporation. Peer interactions and schoolwork were observed and interviews with school staff were conducted to investigate school desegregation implementation in a large Swedish town. The town we investigated has formulated a desegregation policy that, over time, has not resulted in desegregation in practice. The results highlight that schools without a coherent pedagogy, idea, or practice for social inclusion face challenges. These challenges, in turn, promote internal micro-segregation and non-incorporation of minority students, despite intentions to promote inclusion. |
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| ISSN: | 01425692 14653346 |
| DOI: | 10.1080/01425692.2024.2428680 |