Inte så farligt egentligen: Hur subtil exkludering blir osynlig i klassrummet

Abstract

Studies of ethnicity's impact on the Swedish school system often focus on students with migrant background in segregated, marginalized areas. This study focuses on how school staff in a prestigious school perceive high-performing students with migrant background as formally and socially included, while students voice experiences of exclusion. School staff describe inclusive, allowing students who accept and value each other's differences. Students with a migrant background, however, recurrently mention the subtle, often unvoiced distancing they experience from classmates they view as Swedes. This article focuses on the discrepancies between the staffs' description of an accepting and inclusive class, and the students' descriptions of exclusion. The study is based on participant observations in a prestigious high school, as well as interviews with students, school staff and their school leader.