Session Information
25 SES 13 (JS), Combating Poverty and Social Exclusion in Urban Contexts
Joint Symposium with NW 5, 23, 25
Contribution
This contribution re-examines Educational Priority Policies for Social Inclusion and Equity planned by National Educational authorities and targeted to pupils in social and ethnic segregated urban areas in Sweden. It explores and analyzes the Educational Priory Policies focusing on: • Socioeconomic and educational level of the population living in segregated urban areas • Goals of the Educational Priority Policies • Target groups selected in the policies • Social representations of vulnerable groups that are present in the policies • Content of the actions and strategies proposed in the policies • Arguments to legitimate actions and strategies in the policies • Evaluation forms proposed to measure and follow up impacts of the policies • Impacts of the implementation of the policies Text analysis of political and administrative documents, statistical databases and prior research are used. Data indicate that Educational Priority Policies and actions targeted in segregated urban areas tend to reduce the question of school failure to ethnic segregation and individualized teacher support. Negative effects of decentralization and free choice in schools situated in segregated areas are not considered, neither are potential joint effects of social class, gender and ethnicity among children in populations at risk for poverty and social exclusion
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