Conference:
ECER 2006
Format:
Symposium
Session Information
Contribution
Description: This paper draws on a comprehensive study of the processes of structural discrimination in schooling in Sweden, carried out by a group of researchers at Umeå University on behalf of the Swedish government. It shows that a major shift is needed in the perceptions of educational policy-makers and teachers away from a focus on immigrants to recognition of racism as part of Swedish society and of everyday life in schools. It is only then that practices can be developed to overcome or at least ameliorate the current situation.It begins with a brief outline of theoretical frameworks which contribute to greater understanding, and provide more powerful explanations, of ethnic patterns and behaviours that confront us. In particular, two theoretical frameworks are used: (a) a perspective of language as both producing and illuminating cultural change and conflict (Lahdenperä, 2001; De los Reyes, 2001; Crenshaw, 1995) and (b) critical race theory, which may be used as an umbrella concept for a number of social features relating to race and ethnicity in educational settings (Delgado & Stefancic 2001; Ladson-Billings and Tate, 1995; Ladson-Billings, 2003). This will be followed by an examination of the Swedish context, in particular, the presence of what may be termed mundane or everyday racism inside and outside schools. We end with a synthesis of the main arguments and debates raised, and the strategies that might be taken to address and ameliorate the situation.
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