Session Information
27 SES 13 B, Literacy and Didactics: Perspectives, Practices and Consequences I
Symposium
Contribution
This paper analyses the existence of differentiated literacy practices for the students with foreign background in the Swedish School System. It includes a historical overview over differentiation policies implemented in the Swedish school system since the introduction of the public founded school system in 1842. It continues with an analysis of differentiated syllabus strategies in the school subject Swedish for the pupils don´t having Swedish as mother tongue. Finally, it discusses possible consequences for equity of differentiated literacy practices targeted to pupils with foreign background. This study is based on text analysis of political education documents and the re-analysis of statistic and evaluation reports produced during the period 1994-201. It shows that the implementation of differentiated syllabus in the subject Swedish has not contributed to develop equity for foreign background pupils. On the contrary the existence of differentiated curriculum for foreign background pupils born in Sweden risks contributing to perpetuate inequalities in education for this group.
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