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  • 1.
    Augustinsson, Sören
    et al.
    Kristianstad university.
    Ericsson, Ulf
    Kristianstad university.
    Nilsson, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Making sense of assignment: on the complexity of being a school leader2018In: Nordic Journal of Comparative and International Education, E-ISSN 2535-4051, Vol. 2, no 2-3, p. 149-164Article in journal (Refereed)
    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.

  • 2.
    Augustinsson, Sören
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. Kristianstad University.
    Nilsson, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    How to conceptualize practice as manager in academic education?2017In: 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 (Refereed)
  • 3.
    Kraus, Anja
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    The Näktergal Project in Växjö 2009 – 2016: Report2016Report (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.

  • 4.
    Nilsson, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Education as Incorporation in Social and Ethnic Segregated Schools2011Conference paper (Refereed)
    Abstract [en]

    Education as Incorporation in Social and Ethnic Segregated Schools

    In recent decades, the governance of the educational system has changed (Ball, 2008). Local conditions to meet the educational and religious interests of different social groups have increased as a result of decentralization and marketization (Daun, 2006). The cultural diversity and social heterogeneity in segregated urban housing is mirrored in the schools. The social differentiation between schools gets more and more obvious (Dovemark, 2008). The school-markets crowding out the strongest students from the already segregated municipal schools to middle class and better performing schools (Bunar, 2010). Muslim children enroll Muslim schools because of an increasing Islamophobia  (Modood, 2008) and an everlasting recomposition of student in the schools have an impact of learning and teaching (Andersson, 2001). The authorities, schools and families tries out different kind of pedagogies; ways of managing the future lives of the children (Lingard och Mills, 2007). The purpose of this paper is to analyze how different actors at a municipal school, a Muslim school and local authority in a mid sized city in Sweden argue for, and in practice try to accomplish, an inclusive educational setting for the children. The purpose is guided by the following question: What do the local school actors (politicians, civil servants, teachers and parents) regard to be a significant proficiency and social content for students in relation to formalized education? How do they motivate their pedagogies? What are the possibilities and constraints for a suitable pedagogy?

    The paper takes its methodological point of departure in the critical discourse analysis (CDA) which conceives education as a discursive practice (Fairclough, 1995). “As a reconstructive methodology CDA provides a language to elaborate on how people are formed within discourses, and reproduces them in different ways as well as how they can form part of the transformation” (Nordin, 2010, s. 115).  From a theoretical point of view education is conceived as a formal practise “set in motion by discursive and organizational conflicts over incorporation” (Alexander, 2001, s. 246). The educational practice as an issue of incorporation is tied to particular times and places located in a web of practice (politic, economic, cultural, language, family.) The actors in educational practice, breaks off certain aspects of other practices to motivate and legitimize their pedagogies and therefore also construct different discourses of pathways to incorporation. I understand these pathways having different qualities i) assimilative ii) hyphenated iii) multicultural (Alexander, 2001).

     

     

    Method

    The empirical data was gathered during one year of theoretical informed ethnography (Willis och Trondman, 2002) in an urban educational setting. The ethnography is conducted in three different locations: (i) the municipal school (ii) the independent Muslim school (iii) and in an educational development group which main objective where to increase the academic outcomes of the schools. Methods applied were participation, observations, interviews and readings of local authority’s reports, school reports and local newspapers coverage’s to situate the schools and their history. I met the urban educational development group five times when producing policy directed to the municipal school and partly the Muslim school. I have discussed policy with headmasters and teachers. To get grip of what was going on when reading and analyzing the ethnography I therefore have integrated as much available information as possible on the historical background and original historical sources in which these discursive events were embedded (Wodak et al., 2009). During the research process I have reported back to different educational actors and discussed how school history and ongoing discursive practices, is connected to the struggle over incorporation and the formation of educational pathways.

    Expected Outcomes

    The main result visualizes an educational mix of incorporation strategies. The municipal school offer an overall hyphenated mode of incorporation. The hyphenated mode of incorporation is created by a fear of an increasing segregation due to the importance of social and ethnic mix embedded in Swedish educational and welfare policy. Several extended pedagogies was used such as a) avoiding cream spinning processes by attracting students from “Swedish schools” and keeping the already socially strong ones, b) redrawing the borders of the municipality schools attendance zone to increase the ethnical mix of pupils’ c) language immersion (sending immigrant children to “Swedish schools”). The Muslim school is considered to work towards hyphenated mode of incorporation as a middle-way because of external and internal constraints. Thus the recognition of pupils’ identities as well as a secular discourse was balanced by various groups of teacher and what they in broad sense considered as a socially acceptable religious and secular influence. Forces, especially the headmaster, operating at the boundary of the organization, promoted, by institutionalize Muslim education, a multicultural mode of incorporation and thereby gain right to be publicly admired as being different.

    References

    Alexander, Jeffrey C. (2001). Theorizing the Modes of Incorporation: "Assimilation, Hyphenation, and Multiculturasim as Varieties of Civil Participation. Sociological Theory, vol. 19, nr. 3.Andersson, Roger (2001). 'Spaces of Socialisation and Social Network Competion - a study of neighbourhood effects in Stockholm, Sweden'. I: Andersen, H. T. & Kempen, R. v. (red.) Governing European Cities. Social Fragmentation, social Exclusion and Urban Governance.Ball, Stephen J. (2008). The education debate. Bristol: Policy Press.Bunar, Nihad (2010). 'Choosing for quality or inequality: current perspectives on the implementation of school choice policy in Sweden'. Journal of Education Policy, vol. 25, nr. 1, s. 1 - 18.Daun, Holger (2006). School decentralization in the context of globalizing governance : international comparison of grassroots responses. Dordrecht: Springer.Dovemark, Marianne (2008). En skola - skilda världar. Segregering på valfrihetens grund - om kreativitet och performativitet i den svenska grundskolan. [One school - different worlds. Segregation on the basis of choice - about creativity and performativity in the Swedish compulsory school.]. Borås: Högskolan i Borås, Institutionen för pedagogik.Fairclough, Norman (1995). Critical discourse analysis. London: Longman.Lingard, Bob & Mills, Martin (2007). Pedagogies making a difference: issues of social justice and inclusion. International Journal of Inclusive Education, vol. 11, nr. 3, s. 233-244.Modood, Taric (2008). Muslim, religious equality and secularism. I: Levey, G. B. & Modood, T. (red.) Secularism, religion, and multicultural citizenship. New York: Cambridge University Press.Nordin, Andreas (2010). The counter language of bildung: A movement towards a discursive concept of bildung. Pedagogisk Forskning i Sverige, vol. 15, nr. 2/3, s. 97-118.Willis, Paul & Trondman, Mats (2002). Manifesto for Ethnography. Cultural Studies ↔ Critical Methodologies, vol. 2 nr. 3, s. 394-402.Wodak, Ruth, de Cillia, Rudolf, Reisigl, Martin & Liebhart, Karin (2009). The discursive construction of national identity. Edinburgh: Edinburgh University Press

  • 5.
    Nilsson, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Educational Leadership in Independent Muslim Schools:: A Methodological Proposal2016In: Presented at: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, 22-26 August, 2016, 2016Conference paper (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

  • 6.
    Nilsson, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Kultur och utbildning: – en tolkning av två grundskolors mångkulturella kontexter2015Doctoral 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.

  • 7.
    Nilsson, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Tallskolan: En mångkulturell skolas tillblivelse och pedagogik2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 81-102Article in journal (Refereed)
    Abstract [en]

    Based on an ongoing ethnographic fieldwork on social incorporationvia education, this article explores the conflict and circumstances ofthe pedagogical management of a multicultural school. The articleargues that the story of the multicultural “Tallskolan” serves as arich geographical and historical, localized empirical lens throughwhich it is possible to examine the complex roles of ethnicity andclass in relation to incorporation. The story of the school rangesfrom the 1970s to 2011. By examining the story’s genesis, the textparticularly engages the relationship between discursive and socialchanges that shape different types of incorporation in terms of assimilation,hyphenation and multiculturalism. The results indicatethat the knowledge and forms of education into which migrant studentsare to be incorporated and involved in the civic community areshaped in part by the local actors’ interpretations of social change.

  • 8.
    Nilsson, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Tre år med Näktergalsprojektet i Växjö2013Report (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. 

     

     

  • 9.
    Nilsson, Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Augustinsson, Sören
    Kristianstad University.
    Educational leadership and coherence2017In: 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 (Refereed)
  • 10.
    Nilsson, Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Glaés-Coutts, Lena
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Who owns the knowledge? Implementing research- based policy in a time of accountability2018Conference paper (Other academic)
  • 11.
    Nilsson, Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Trulsson, Åsa
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Avrapportering uppdrag interkulturell kompetens i lärarprogrammen – skolan i det mångkulturella samhället2016Other (Other (popular science, discussion, etc.))
  • 12.
    Nilsson, Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Trulsson, Åsa
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    "You Can't Liberate the Free": Gender, Work and Swedish Hijabis2019In: The Nordic Civil Sphere / [ed] Jeffrey C. Alexander, Anna Lund, Andrea Voyer, Cambridge: Polity Press, 2019, p. 95-123Chapter in book (Refereed)
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