Elevskapets utmaningar
Ungdomar, motstånd och önskan om att lyckas i skolan
DOI:
https://doi.org/10.24834/educare.2020.4.6Keywords:
disadvantaged neighbourhood, Foucault, Goffman, institutional scaffold-ing, school, disadvantaged neighbourhood, Foucault, Goffman, institutional scaffolding, schoolAbstract
School segregation has increased in Sweden during the last decades, and students from socio-economically disadvantaged groups ended up in schools with economic challenges as well as overall low goal achievement. The aim of this study is to illuminate how students in urban disadvantaged neighbourhoods relate to school. With an ethnographic approach, the study draws on fieldwork conducted in a junior high school, grade seven, using a combination of theories from Foucault and Goffman as theoretical frame for the analysis. The results indicate that the often described conflict between school and students from disadvantaged groups does not have to always occur. Teachers can use humour and youth culture to prevent the conflict to manifest. However, the central aspect of how students relate to school is the perceived position of disadvantage. Both school achievement and oppositional behaviour against school rules function as ways for students to distance themselves from this position. In conclusion, this study highlights the importance of teachers to counteract the conflict – a form of support – enabling students from disadvantaged groups to succeed in school and thus securing the opportunity for a more prosperous future.
References
Alvesson, M., & Sköldberg, K. (2017). Tolkning och reflektion : Vetenskapsfilosofi och kvalitativ metod (Tredje uppl.). Lund: Studentlitteratur.
Ambjörnsson, F. (2004). I en klass för sig : Genus, klass och sexualitet bland gymnasietjejer. Stockholm: Ordfront förlag.
Beach, D., & Sernhede, O. (2012). Learning Processes and Social Mobilization in a Swedish Metropolitan Hip-Hop Collective. Urban Education 47(5), pp. 939-958.
Bouakaz, L., & Taha, R. (2016). ’Kampen om att bli en elev’, ss. 85-102 i A. Lund, & S. Lund, Skolframgång i det mångkulturella samhället. Lund: Studentlitteratur.
Calderón-Almendros, I., & Ruiz-Román, C. (2016). Disadvantaged Identities: Conflict and Education from Disability, Culture and Social Class. Educational Philosophy and Theory, 48(9), pp. 946-958.
Dillabough, J.-A., Wang, E., & Kennelly, J. (2015). ‘"Ginas," "Thugs," and "Gangstas": Young People's Struggles To "Become Somebody" in Working-Class Urban Canada’. Journal of Curriculum Theorizing, 21(2), pp. 83-108.
Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing Ethnographic Fieldnotes (2.nd ed.). Chicago: The University of Chicago.
Foucault, M. (1987). Övervakning och straff : Fängelsets födelse. (C. G. Bjurström, Övers.) Lund: Arkiv förlag.
Foucault, M. (1993). Diskursens ordning : Installationsföreläsning vid Collège de France den 2 december 1970. (M. Rosengren, Övers.) Stockholm: Östlings bokförlag, Symposion.
Foucault, M. (2003). ‘The Subject and Power’, pp. 126–44 in P. Rabinow & N. Rose (eds), The Essential Foucault: Selections from Essential Works of Foucault 1954–1984. London: The New Press.
Goffman, E. (1961). Encounters : Two studies in the sociology of interaction. Indianapolis: The Bobbs-Merrill company, inc.
Goffman, E. (1986). Frame analysis : An essay on the organization of experience (2:ond ed.). Boston: Northeastern University Press.
Goffman, E. (2011). Stigma - den avvikandes roll och stigmatisering (3:dje uppl.). (R. Matz, Övers.) Stockholm: Norstedts Akademiska Förlag.
Goffman, E. (2014a). Jaget och maskerna - en studie i vardagslivets dramatik (6:te uppl.). Lund: Studentlitteratur AB.
Goffman, E. (2014b). Totala institutioner: fyra essäer om anstaltslivets sociala villkor (2:a uppl.). Stockholm: Norstedts akademiska förlag.
Hacking, I. (2004). Between Michel Foucault and Erving Goffman: between discourse in the abstract and face-to-face interaction. Economy and Society, 33(3), pp. 277-302.
Hammersley, M., & Atkinson, P. (2007). Ethnography : Principles in practice (3:rd ed.). New York: Routledge.
Jonsson, R. (2007). Blatte betyder kompis - om maskulinitet och språk i en högstadieskola. Stockholm: Ordfront.
Lareau, A. (2015). Cultural Knowledge and Social Inequality. American Sociological Review, 80(1), pp. 1-27.
León Rosales, R. (2014). ’"Där är alla svenskar, inte en enda är svartskalle”’ ss. 151-188 i L. Martinsson, & E. Reimers (red), Skola i normer (2:a [omarb.] uppl.), Malmö: Gleerups Utbildning AB.
Lindbäck, J., Lunneblad, J., & Sernhede, O. (2016). Skolan och den territoriella stigmatiseringen - Om två skolor i den urbana periferin. Educare – Vetenskapliga Skrifter, (1), ss. 110-130.
Lund, A. (2016). ’När allt annat misslyckats’, ss. 103-124 i A. Lund, & S. Lund (red), Skolframgång i det mångkulturella samhället. Lund: Studentlitteratur.
Lund, A., & Lund, S. (2016). ’Skolframgång och mångkulturell inkorporering’, ss. 14-35 i A. Lund & S. Lund (red), Skolframgång i det mångkulturella samhället. Lund: Studentlitteratur.
Lunneblad, J. (2020). The value of poverty: an ethnographic study of a school–community partnership. Ethnography and Education, 15(4), ss. 429-444.
Mac an Gháill, M. (1988). Young, gifted and black : Student-teacher relations in the schooling of black youth. Milton Keynes: Open University Press.
McKee, K. (2009). Post-Foucauldian governmentality: What does it offer critical social policy analysis?. Critical social policy, 29(3), pp. 465-486.
Phoenix, A. (2009). De-colonising practicies: negotiating narratives from racialised and gendered experiences of education. Race Ethnicity and Education, 12(1), pp. 101-114.
Polismyndigheten. (2017). Utsatta områden - Social ordning, kriminell struktur och utmaningar för. Stockholm: Nationella operativa avdelningen.
Skeggs, B. (2000). Att bli respektabel: Konstruktioner av klass och kön. (A. Persson, Övers.) Göteborg: Bokförlaget Daidalos.
Skolverket. (2019). Grundskolan - Slutbetyg årskurs 9. Hämtad 2019.10.31 från siris.skolverket.se: https://siris.skolverket.se/reports/rwservlet?cmdkey=common&geo=1&report=gr_betyg2017&p_sub=1&p_ar=2019&p_lankod=&p_kommunkod=&p_skolkod=&p_hmantyp=&p_hmankod=&p_flik=GI
SOU 2020:28. En mer likvärdig skola: minskad skolsegregation och förbättrad resurstilldelning. Stockholm: Norstedts juridik.
Vetenskapsrådet. (2017). God forskningssed. Stockholm: Vetenskapsrådet.
Willis, P. (1977). Learning to labour : How working class kids get working class jobs. Farnborough: Saxon House.
Willis, P. (2004). ‘Twenty-five years on’ pp. 126-44 in N. Dolby, G. Dimitriadis, & P. Willis (eds), Learning to labor in new times. New York: Routledge Falmer.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Sara Andersson, Johannes Lunneblad
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
