Session Information
07 SES 06 A, Leading for Diversity
Paper Session
Contribution
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
Expected Outcomes
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.
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