07 SES 01 B, Children and Youth Voices on Inclusion and (In)justice
In the Swedish school system students with immigrant background are over-represented among those who finish compulsory school with non-passing grades (Skolverket, 2004). While the problem is significant, there are limited studies conducted in this area (Bunar, 2010). Different explanations are given for the failures such as individual weakness, parents' low education, unemployment, lack of social and economic capitals. There are also claims that structural problems could be the main cause. Studies undertaken in Sweden and USA show the repercussion of schools and residential areas on student results (Bunar, 2011; Nieuwenhuis, & Hooimelier,2016). There are also studies which show that parents´ education and access to different social capital can influence their children’s success in education (Bergren, 2013; Behotoui & Neegaard, 2015).
I interviewed students in one vocational high school in a big city in western Sweden. The interviewed students have immigrant background and have attended Swedish compulsory schools. These students have failed in one or more subjects at the end of their compulsory school (ninth grade).
The objectives of the study were to find out how these students are reasoning about their failure and on how they viewed their school, family and residential situation. The findings from the study could contribute to general knowledge on how these students perceive their results, schooling, family situation and residential areas. Those who are working to improve pupils' achievements and schools´ inclusion of immigrant students could gain from the study.
What school, family and community related issues are given by pupils as contributing factors for their failing grades in school?
Even if the focus is on their grades and school situation, to understand the reality of the students, there is a need to find out about the holistic situation of each interviewed student. To achieve this goal the Post-Ecological perspective will be considered (Anderson, et.al, 2004; Hamilton & Moore, 2004; Rutter, 2006; Nilson & Bunar, 2015) as theoretical framework. Post-Ecological perspective will give the opportunity to look closer into the child/pupil’s relation to its classmates, teachers, family members and neighbourhood.
In addition to Post-Ecological perspective, Pierre Bourdieu’s concepts of capital and reproduction will be used. As some of these pupils have been in Sweden and in Swedish schools for a short time, they lack the linguistic capital (Bourdieu, 1991) for success. It is also possible that those who were born in Sweden as well as those who arrived later could lack the valuable and necessary cultural and social capital, which could lead to reproduction of existing inequality in the societal structure (Bourdieu & Passeron, 1990).
References Anderson, A., Hamilton, R., Moore, D., Loewen, S., & Frater-Mathieson, K. (2004). Education of refugee children: Theoretical perspectives and best practice. In R. Hamilton & D. Moore (Eds.), Educational interventions for refugee children (pp. 1–11). London: Routledge. Behtoui, A. & Neergaard, A. (2015). Social capital and the educational achievement of young people in Sweden. British Journal of Sociology of Education, 37(7), 947-969. Bergren, C. (2013). The influence of gender, social class and national background on education and work career? Nordic Journal of Migration Research, 3(3), 135-144. Bourdieu, P. (1991). Language and symbolic power. Cambridge: Harvard University Press Bourdieu, P. & Passeron, J-C. (1990). Reproduction in Education, Society and Culture. London: Sage Bryman, A. (2004) Social Research Methods. Oxford: Oxford University Press. Bunar, N. (2010). Nyanlända och lärande. En forskningsöversikt om nyanlända elever i den svenska skolan [Newly arrived students and their learning. A review of studies on newly arrived students in the Swedish school]. Vetenskapsrådets rapportserie 6:2010. Stockholm: Vetenskapsrådet. Bunar, N. (2011). Multicultural urban schools in Sweden and their communities: Social predicaments, the power of stigma and relational dilemmas. Urban Education, 46(2), 141-146. Hamilton, R., & Moore, D. (2004). Educational interventions for refugee children: Theoretical perspectives and implementing best practices. London: Routledge. Kvale, S. (1996). An introduction to Qualitative Method. Thousand Oaks: Sage. Loseke, D.R. (2013). Methodological Thinking, Basic Principles of Social Research Design. Thousand Oaks: Sage. Nieuwenhuis, J. & Hooimelier, P. (2016). The association between neighbourhoods and educational achievements, a systematic review and meta-analysis. Journal of Housing and the Built Environment, 31 (2), 321-347. Nilson, J. & Bunar, N. (2015). Educational response to Newly arrived students in Sweden: Understanding the structure and influences of Post-Migration Ecology. Scandinavian Journal of Education Research, … Rutter, J. (2006). Refugee children in the UK. Maidenhead, UK: Open University Press. Safipour, J. & Emami, A. (2011). Feelings of social alienation: A comparison of immigrant and non-immigrant Swedish youth. International Journal of Sociology and Social Policy, 31(718), 456-468. Skolverket (National Agency for Education). (2004). Elever med utländsk bakgrund [Students with foreign background] (Dnr 74-2004:545). Stockholm: veteneskapsrådet Vetenskapsrådet (The Swedish Research Council). (2011). Good Research Practice. Stockholm: Vetnskapsrådet.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.