Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with newly arrived students in Sweden
2023 (English)In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 34, no 2, p. 180-198Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, SDG 10: Reduce income inequality within and among countries, SDG 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
Abstract [en]
The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the study was collected in the upper secondary context in Sweden and consists of documents, field notes, and qualitative interview. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers' institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution. This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.
Place, publisher, year, edition, pages
Taylor & Francis Group, 2023. Vol. 34, no 2, p. 180-198
Keywords [en]
Intercultural pedagogy, education dynamic, intercultural education, social pedagogical monitoring, social pedagogical control
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Educational Sciences
Research subject
Sociology, Sociology Education; Education, Social Pedagogy; Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-119874DOI: 10.1080/14675986.2023.2177623ISI: 000950137900001Scopus ID: 2-s2.0-85150859029OAI: oai:DiVA.org:lnu-119874DiVA, id: diva2:1744638
Conference
Teacher Education for Democracy and Wellbeing, Knowledge Environment Education in Change, Linnaeus University, Kalmar, Sweden, (20230119-20230120). Bortom krisen (”Beyond the crisis”), Uppsala University and Swedish Sociological Association, Uppsala, Sweden (20220316-20220318). Nationell specialpedagogisk konferens. Inkludering i etikens motljus (”National special education conference in Sweden. Inclusion in the backlight of ethics”), Örebro University, Örebro, Sweden (20211110-20211111).
Projects
School success for newly arrived students: possibilities, obstacles, identities and collaboration2023-03-202023-03-202023-04-24Bibliographically approved