lnu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 12) Show all publications
Nilsson, H. & Trulsson, Å. (2019). "You Can't Liberate the Free": Gender, Work and Swedish Hijabis. In: Jeffrey C. Alexander, Anna Lund, Andrea Voyer (Ed.), The Nordic Civil Sphere: (pp. 95-123). Cambridge: Polity Press
Open this publication in new window or tab >>"You Can't Liberate the Free": Gender, Work and Swedish Hijabis
2019 (English)In: The Nordic Civil Sphere / [ed] Jeffrey C. Alexander, Anna Lund, Andrea Voyer, Cambridge: Polity Press, 2019, p. 95-123Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cambridge: Polity Press, 2019
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-91299 (URN)9781509538843 (ISBN)
Available from: 2020-01-27 Created: 2020-01-27 Last updated: 2020-01-30Bibliographically approved
Augustinsson, S., Ericsson, U. & Nilsson, H. (2018). Making sense of assignment: on the complexity of being a school leader. Nordic Journal of Comparative and International Education, 2(2-3), 149-164
Open this publication in new window or tab >>Making sense of assignment: on the complexity of being a school leader
2018 (English)In: Nordic Journal of Comparative and International Education, E-ISSN 2535-4051, Vol. 2, no 2-3, p. 149-164Article in journal (Refereed) Published
Abstract [en]

The primary aim of this paper is to narrow down the description of how school leaders interpret the assignment (the task) and identify the markers for how they look upon the conditions of doing a good job in Sweden. The aim is in the context of practice-based and process-oriented research. We use complexity and complexity theories to frame the emerging practice of leading and organizing. This is in contrast to technocratic homogenization—that is, law texts, steering documents, documentation, standardized methods, planning, and ceremonies. A questionnaire was conducted with three open questions (n=363 out of a possible 548 participants) and four focus groups (n=21). Complexity, dilemmas, and inconsistency emerge in the respondents’ answers the closer they are to everyday action. The results show that complexity theories put focus on a conflict between the image of schools as complicated and complex. Complicated is accompanied by generalizing and weak contextualizing of control systems, standardized methods, planning, law texts, and evidence-based education—that is, the concept of technocratic homogenization. Complexity theories emphasize the life in organizations, everyday practice as leaders, and a conflict between weak and robust contextualizing from the perspective as practice-based and process-oriented research.

Place, publisher, year, edition, pages
Oslo: OsloMet University Library, 2018
Keywords
Assignment; complexity theory; practice-based and process research; technocratic homogenization Introduction
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79379 (URN)10.7577/njcie.2770 (DOI)
Available from: 2019-01-08 Created: 2019-01-08 Last updated: 2019-07-09Bibliographically approved
Nilsson, H. & Glaés-Coutts, L. (2018). Who owns the knowledge? Implementing research- based policy in a time of accountability. In: : . Paper presented at ECER 2018, Bolzano, Italy, 4-7 Sept.
Open this publication in new window or tab >>Who owns the knowledge? Implementing research- based policy in a time of accountability
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-78304 (URN)
Conference
ECER 2018, Bolzano, Italy, 4-7 Sept
Available from: 2018-10-13 Created: 2018-10-13 Last updated: 2019-05-03Bibliographically approved
Nilsson, H. & Augustinsson, S. (2017). Educational leadership and coherence. In: Presented at: Educational Governance and Leadership in Transition: - Leading and organizing the education for citizenship of the world through technocratic homogenisation or communicative diversity?, Oslo 18-19 oktober 2017. Paper presented at Nordic Conference: Educational Governance and Leadership in Transition, Oslo 18-19 oktober 2017.
Open this publication in new window or tab >>Educational leadership and coherence
2017 (English)In: Presented at: Educational Governance and Leadership in Transition: - Leading and organizing the education for citizenship of the world through technocratic homogenisation or communicative diversity?, Oslo 18-19 oktober 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
Keywords
coherence, leadership, meaning-mailing, structures of meaning, cultural sociology
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68363 (URN)
Conference
Nordic Conference: Educational Governance and Leadership in Transition, Oslo 18-19 oktober 2017
Available from: 2017-10-15 Created: 2017-10-15 Last updated: 2018-05-16Bibliographically approved
Augustinsson, S. & Nilsson, H. (2017). How to conceptualize practice as manager in academic education?. In: Presented at: Educational Governance and Leadership in Transition: Leading and organizing the education for citizenship of the world through technocratic homogenisation or communicative diversity?, Oslo 18-19 oktober 2017: . Paper presented at Nordic Conference: Educational Governance and Leadership in Transition, Oslo 18-19 oktober 2017.
Open this publication in new window or tab >>How to conceptualize practice as manager in academic education?
2017 (English)In: Presented at: Educational Governance and Leadership in Transition: Leading and organizing the education for citizenship of the world through technocratic homogenisation or communicative diversity?, Oslo 18-19 oktober 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
Keywords
coherence, leadership, meaning-mailing, structures of meaning, cultural sociology
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68361 (URN)
Conference
Nordic Conference: Educational Governance and Leadership in Transition, Oslo 18-19 oktober 2017
Available from: 2017-10-15 Created: 2017-10-15 Last updated: 2017-10-18Bibliographically approved
Nilsson, H. & Trulsson, Å. (2016). Avrapportering uppdrag interkulturell kompetens i lärarprogrammen – skolan i det mångkulturella samhället.
Open this publication in new window or tab >>Avrapportering uppdrag interkulturell kompetens i lärarprogrammen – skolan i det mångkulturella samhället
2016 (Swedish)Other (Other (popular science, discussion, etc.))
Publisher
p. 32
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81001 (URN)
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2019-03-29Bibliographically approved
Nilsson, H. (2016). Educational Leadership in Independent Muslim Schools:: A Methodological Proposal. In: Presented at: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, 22-26 August, 2016: . Paper presented at ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers.
Open this publication in new window or tab >>Educational Leadership in Independent Muslim Schools:: A Methodological Proposal
2016 (English)In: Presented at: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, 22-26 August, 2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Educational Leadership in Independent Muslim Schools: A Methodological Proposal

Author(s):Henrik Nilsson (presenting) Conference:ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers Network:26. Educational Leadership Format:01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Session Information

26 SES 04 C, Perspectives on Leadership in Denmark, Australia and Swedish Muslim Schools Paper Session

Time:2016-08-24 09:00-10:30

Room:OB-H1.12 Chair:David Gurr

Contribution Educational Leadership in Independent Muslim Schools: A Methodological Proposal

The phenomena of Muslim independent schools in Sweden is mainly discussed as an issue of social and cultural integration. This discourse have to been understood in the light of the transformation of Swedish school system has underwent. Meanings about the necessary of keeping religious influence and secularised education apart (Englund, 1996) are still strong. The state and municipals is looked up as warrants of this divide. At the same time 6 % of 134 000 pupils in independent schools attend confessionals schools in Sweden. The number of Islamic profiled school are increasing as the immigration from countries where the larger part of the population affirm themselves as Muslims. The Central Bureau of Statistics (2014) in Sweden predict that 20 % of the Swedish population either are immigrants or the children of immigrants in year 2020. A larger part of those immigrants will probably be Muslims with a wish to maintain their faith identity and recognized as Muslims (Thobani, 2011). To understand the context of leadership you need to have knowledge about the discourses about Islam and Muslims.

The aim of this paper is to discuss methodology to do research on educational leadership in Muslim schools. An empirical touchdown from my dissertation (Nilsson, 2015) will serve as a back-drop to do this.

The academic discourse about the outcomes of Muslim profiled schools education is divided (Nilsson, 2015). Either are Muslim Schools comprehended to maintain self-assurance and cultural recognition (Gerle, 1997) or as means of segregating children with different backgrounds from each other (Englund, 2010) and/or to reproduce patriarchy circumscribing democracy (Ali, 2009). The representation of Muslims and Muslim school in mass media and the civil sphere often held the

later opinion to be true (Shadid & Koningsveld, 2002). Especially when it comes to the establishment of a new school, prejudice are common among the members of the majority. An increasing Islamophobia in Europe is emerging and parents therefore chose Muslim profiled schools because they think they are safe. However Shah (Shah, 2015, p 140) argues that the interest in Islamic schools is reflecting a desire to make education not just a mean for developing and strengthening their faith identity but also as a vehicle for social mobility".

According to Durkheim, education is about transmitting knowledge and values to the next generation (Durkheim, 1956) and this process can in a social perspective bring about reproduction of social position (Bourdieu & Passeron, 1990) but also producing cultural meanings and crossing boarders of culture (Giroux, 2005). But how does cultural boarder crossing happens? My suggestion is to look up on educational leadership as a possible cultural boarder crossing. I understand the boarder crossing as a social performance which aims to re-fuse already de-fused meanings (Alexander, 2006). A social performance can be successful if it re-fuses meaning and change the audiences’' landscapes of meaning (Reed, 2011) and change the way of social life in the direction that the actor intend. This direction has in a normative perspective not be wanted. That's why, from a sociological point of view, I suggest that the social performance also is a question about content in aspects about whose cultural meanings getting re-fused or remains de-fused. The different content of the de-fusion/re- fusion is therefore understood as different modes of incorporation: assimilation, hyphenation and multicultural incorporation (Alexander, 2006). Integration in this perspective is about on-going internal social and cultural processes.

Method

Under scrutinity is social performance and incorporation; ways of managing the future lives of the children. When performed, the curriculum consist of particular values, attitudes and dispositions. The curriculum taught "shapes perceptions of ethnic identity...struggles over ethnicity and curriculum" (Sleeter, 2015, p 231). The action of educational leaders are “set in motion by discursive and organizational conflicts over incorporation” (Alexander, 2001, s. 246) i.e. cultural meanings. The practises are tied to particular times and places located in a web of practice (politic, economic, cultural, language, family.) The educational leader breaks off certain aspects of other practices to motivate and legitimize pedagogies and therefore also construct different discourses of pathways to incorporation. From a sociological point of view the educational outcomes describes modes of incorporaton: i) assimilative ii) hyphenated iii) multicultural (Alexander, 2001). In an assimilative mode of incorporation the particular identity is expected to be hidden in public places. It is not appreciated e.g. if you talk your native language during breaks or wear the hijab in school. This mode of incorporetation reminds of what McLaren (1994, p 49) defines conservative (or corporate) multiculturalism. The goal is to assimilate everyone into the culture of the majority and the coregroup. A prinicipal that perform an assimilative educational leadership tries to persuade and get his audience to embrace standards of achievment that assimalte students of minorities "into skills, concepts, language, and values of the dominant society" (Sleeter, 2015). How and if it happens depends on the success or failure of the performance in a local context. In the hyphenated mode different identities are highlighted when it suits and benefits the majority (Banks, 1999).The third mode of incorporation is understood as multicultural. In this mode the particular identities and the majoritys' is seen as equal good, righteous, democratic and so are the institutions they represent (Alexander, 2006). According to (Banks, 1999, p 31) the mode is a "transformative approach, which changes ‘the canon, paradigms, and basic assumptions of the curriculum and enables students to view concepts, issues, themes, and problems from different perspectives and points of view".

Expected Outcomes

I expect that the theory of social performance and incorporation can add important perspective on leadership, it means social performance and it's ends incorporation. Traditionally, educational leadership in multicultural school is understood as reproducing structures: symbolic, cultural and economic capital which constitute an assimilative mode of incorporation. In control of material elements such as structures and institutions e. g. means of symbolic productions: television and mass media, the chances for a successful assimilation of course increases. But it's not sufficient to re-fuse meanings with those performative elements. Even if you own and/or access means of symbolic production the others elements of the social performance e. g. authenticity of actor, the actual performance on the scene and the script has to be interpreted as true, real and natural. If the actor fails in these regards so does the re-fusion of meanings and it doesn't matter how much material recourses you use. The initial re-analyse of the ethnographic observation indicates that in the particular case the principal have to balance between different modes of incorporation. That's because different social groups have different normative hopes and beliefs about education, both within school and with external stakeholders, such as worried neighbours in connection with the establishment of the school. The principal explain how Islam, and the way Muslims use Islam, and be interpreted. Sometimes he criticises Islam and it's practising representatives, but above all he tries to reshape the characteristics society attributes to Muslim and Islam. The principal dedicates himself to talk about problems and solutions in a way that he identifies as Swedish. In this and other ways he attributes the Swedish society positive values at the same time as he weaves together the picture of himself and his work with a dominant narrative about the Swedish pragmatic society.

References

Alexander, J. (2006). The civil sphere. New York: Oxford University Press. Ali, A. H. (2009). Därför måste demokratin försvara sig mot islamismen. Banks, J. A. (1999). An Introduction to Multicultural Education: MA: Allyn and Bacon. Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture (2. ed.). London: Sage. Durkheim, É. (1956). Education and sociology. New York: Free Press. Englund, T. (1996). Utbildningspolitiskt systemskifte? Stockholm: HLS. Englund, T. (2010). The general school system as a universal or a particular institution and its role in the formation of social capital. Scandinavian Journal of Educational Research, 1(53), 17 - 33. Gerle, E. (1997). Muslimska friskolor i Sverige. Pedagogisk Forskning i Sverige, 2 (3), 182-204. Giroux, H. A. (2005). Border crossings : cultural workers and the politics of education (2. ed.). New York: Routledge. Gustafsson, K. (2004). Muslimsk skola, svenska villkor: konflikt, identitet & förhandling. Umeå: Boréa. McLaren, P. (1994). ‘White terror and oppositional agency: towards a critical multiculturalism’. In D. T. Goldberg (Ed.), Multiculturalism: A Critical Reader. (pp. 45–74.). Cambridge: MA: Blackwell. Nilsson, H. (2015). Kultur och utbildning – en tolkning av två grundskolors mångkulturella kontexter. Växjö. Reed, I. A. (2011). Interpretation and Social Knowledge. On the use of theory in the human sciences. Chicago & London: The University of Chicago Press. Shadid, W., & Koningsveld, P. S. v. (2002). The Negative Image of Islam and Muslims in the West: Causes and Solutions. In W. Shadid & P. S. v. Koningsveld (Eds.), Religious Freedom and the Neutrality of the State: The Position of Islam in the European Union. (pp. 174-196). Leuven: Peeters. Shah, S. (2015). Education, Leadership and Islam: Theories, discourses and practices from an Islamic perspective. . London: Routledge. Sleeter, C. (2015). Ethnicity and the Curriculum. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The Sage handbook of curriculum, pedagogy and assessment SAGE Publications Ltd. Thobani, S. (2011). Pedagogic discourses and imagined communities: knowing Islam and being Muslim. Discourse: Studies In The Cultural Politics Of Education, 32(4), 531-545.

Author Information

Henrik Nilsson (presenting) Linneaus University Department of Education

Keywords
Muslim School, Incorporation, Cultural sociology, Leadership, social performance
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68360 (URN)
Conference
ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers
Available from: 2017-10-15 Created: 2017-10-15 Last updated: 2017-10-18Bibliographically approved
Kraus, A. (2016). The Näktergal Project in Växjö 2009 – 2016: Report.
Open this publication in new window or tab >>The Näktergal Project in Växjö 2009 – 2016: Report
2016 (English)Report (Other academic)
Abstract [en]

Näktergal is a mentoring project. Students from the university work as mentors for such children in the age of 8-12 who are regarded as non-affine to higher education. Aiming at the development of a child´s wish to participate in higher education in the long run, during eight months the mentor meets the child once a week for 2-3 hours and for mutual enjoyment, and learning. Näktergal leaves the planning of the activities to the participants; it provides for an organizational structure (management of the bookings, the matchings and evaluation, meetings, training for the mentors, certification and evaluation).

The main idea behind Näktergal is to balance out and work for a recruitment of certain social groups to university and, at the same time, to contribute to the understanding of the social and cultural differences that arise in the relationship between a pupil and her/his mentor. The differences between the both sides are seen as advantages, “[…] as the whole idea was to get to see the other person as an individual and not as a spokesman for a particular group, religion or ethnic identity.” (Sild Lönroth 2007, 5). The focus is thus on impartial mentorship for children who do not have an affinity for higher education, seen as individuals. They shall get supported in developing their positive attitude towards higher education.

Anyway, Näktergal is designed as organizationally framing intercultural learning in a mutual, balanced and equitable relationship between a supposingly highly educated adult and a child who does not yet have a positive attitude towards higher education. As I understand Sild Lönroth, the participants shall be supported in their transcultural learning. `Trans´-cultural refers to a learning `across´ or `beyond´ cultures, whereas `culture´ is not automatically limited to ethnicity or nationality, but also includes different education.

The topic of this report is a proposal of the conzeptualisation of the mostly practical concept by referring to scientific terms and the empirical evaluation of the general acceptance of the project.

Publisher
p. 47
Keywords
mentoring, higher education, transcultural learning
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-59000 (URN)
Note

The theoretical part is done by Anja Kraus and the empirical part mostly by Henrik Nilsson. 

Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2017-01-16Bibliographically approved
Nilsson, H. (2015). Kultur och utbildning: – en tolkning av två grundskolors mångkulturella kontexter. (Doctoral dissertation). Växjö: Linnaeus University Press
Open this publication in new window or tab >>Kultur och utbildning: – en tolkning av två grundskolors mångkulturella kontexter
2015 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

This dissertation deals with the sort of culture that forms the organization of education and its contents of two multicultural nine-year compulsory schools. The analysis is based on ethnographic work on the municipal school Tallskolan and the free independent Muslim school Jibrilskolan. To illustrate the sorts of social integration offered by Tallskolan and Jibrilskolan and explain whence they came, I have used Alexander’s (2006) conception of incorporation and civilsphere. In relation to the concepts, landscapes of meaning and systems of meaning (Reed, 2011) I ask what they can tell us about the expectations which members of society direct towards themselves, and in particular pupils with an immigrant background and the multicultural schools which they expect to help them into society.The result shows that the prioritizing of Tallskolan's school heads and the municipality changes at the same rate as that of the social geography of the residential district. School politics have tried in different ways to desegregatethe pupils through closing down the intermediate school stage and offeringschool attendance at other schools, but have failed due to parental protest.Overall changes that have been realised during the latter period is a drive to give further educational training to teachers of Swedish as a second language. When looked at through the theoretic concepts of the dissertation these priorities mirror an adaptation to society's main cultural practice. The result for Jibrilskolan shows that the school prioritizes the development of the pupils' Muslim identity and their self-confidence. The school consists of teachers with both Swedish and Muslim backgrounds. The actual teaching activates different opinions as to the degree that religion influences the teaching. Divergent opinions are overruled, however, as teachers with a Swedish background see that Islam can also be used as a resource. The Muslim teachers help the teachers with a Swedish background to explain and convince the Muslim parents to let their children participate in activities which they otherwise would probably not have done. Based on the theoretic concepts of the dissertation the prioritizing mirrors a great variety of different perspectives on knowledge, values and norms.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2015. p. 280
Series
Linnaeus University Dissertations ; 207/2015
Keywords
Ethnography, multicultural education, civil sphere, landscapes of meaning, educational policy, curriculum, Muslim schools, Islam
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-39423 (URN)978-91-87925-44-3 (ISBN)
Public defence
2015-02-13, Homeros, Linnéuniversitetet, Växjö, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2015-02-08 Created: 2015-01-26 Last updated: 2015-02-08Bibliographically approved
Nilsson, H. (2013). Tre år med Näktergalsprojektet i Växjö.
Open this publication in new window or tab >>Tre år med Näktergalsprojektet i Växjö
2013 (Swedish)Report (Other academic)
Abstract [sv]

Näktergalen är ett mentorsprojekt som etablerades 2009. Sedan projektet startade 2009 har det utvärderats regelbundet. Denna rapport är den tredje i ordningen och ett bokslut över de tre första åren. Förutom att rapporten är en utvärdering av mentoråret 2011-2012 så ingår således resultatet från de två första åren.

Projektet startade som ett tre-årigt samverkansprojekt mellan Växjö kommun och dåvarande Växjö universitet. Varje år har ett 20-tal studenter ifrån Linnéuniversitetet fungerat som mentorer för barn i åldrarna mellan 8-12 år. De två första åren var det barn från Bokelundskolan i stadsdelen Araby som deltog. Numera deltar ytterligare tre skolor, Ulriksbergskolan, Växjö Islamiska skola och Pilbäckskolan, i projektet. 

Syftet med mentorsprojektet är att motverka social snedrekrytering till högskola och universitet samt att skapa förståelse för sociala och kulturella skillnader mellan barn och mentorer. Förhoppningen är att mentorernas deltagande ska vidga förståelsen för andra än den/de sociala grupper de identifierar sig med. 

Varje år har mentorerna och barnets erfarenheter av projektet utvärderats. Mentorerna har skrivit månadsrapporter och årsrapport, svarat på enkäter och intervjuats. Barn och föräldrar har intervjuats och fått svara på enkäter. Datan har analyserats med hjälp av teorier som utgår från att barn, som engageras under ledning av mentor med social och empatisk förmåga, utvecklar en positiv självbild och social kompetens. 

Resultatet de första tre åren är positivt. Det främsta beviset är den höga andelen nöjda barn och mentorer. Så gott som alla deltagare har under projektets första tre år varit nöjda eller mycket nöjda efter avslutad mentorsperiod. Att döma ut av analyserna av mentorernas rapporter, utvärderingar och intervjuer med barnen så har mentor och barn haft en nära relation. Mentorernas berättelser vittnar om att de reflekterat över den inblick de fått i barnen och deras familjers liv. Vidare menar mentorerna att de i hög grad fått kunskaper som är svåra att tillgodogöra sig teoretiskt. Mycket tyder på att mentorerna vidgat sin förståelse för barn och deras skilda sociala och kulturella bakgrunder.

Barnen är nöjda med sina mentorer. Många barn berättar att de gjort saker som de annars inte skulle ha haft möjlighet till. I många fall verkar mentorn blivit en förebild. Föräldrar berättar att deras barn varit glada för sin mentor och de aktiviteter de gjort tillsammans.

Huruvida barnen som deltar i projektet kommer att läsa vidare i högre utsträckning är svårt att sia om. Forskning menar att barn behöver lära att tro på sig själva, att bli duktiga på att planera, ta ansvar, att skapa sociala band och fullfölja uppgifter för att lyckas i skolan. Det finns en del tecken som tyder på att barnen i projektet utvecklat sådana kompetenser som kan vara avgörande för deras fortsatta studier och generella förmåga att vara delaktig i samhälleliga sammanhang.  

Antalet skolor som mentorsbarnen kommer ifrån har vidgats från en till fyra. Den senaste förändring har inneburit en delvis socialt och kulturellt annorlunda sammansatt grupp mentorsbarn. Den mer socialt och kulturellt sett varierande sammansättningen av barn har stärkt projektets socialt och kulturellt integrerande syfte. 

Min bedömning är att projektet som helhet är väl genomfört. I rapporten kommer jag att fördjupa de kvalitéer som jag menar att det har i förhållande till dess syfte och mål. Den samhälleliga nyttan som projektet kan ha på lång sikt borde följas upp inom den forskning som intresserar sig för integration och det mångkulturella samhället. Vilken effekt projektet har på studenternas professionella utveckling och barnens skolprestationer på liten lägre sikt är också en fråga som borde belysas. 

 

 

Publisher
p. 41
Keywords
Mentorskap
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-72467 (URN)
Available from: 2018-04-10 Created: 2018-04-10 Last updated: 2018-04-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8503-4984

Search in DiVA

Show all publications