From learning to labour to learning for marginality: school segregation and marginalization in Swedish suburbs

Beach, Dennis; Sernhede, Ove

doi:10.1080/01425692.2011.547310

Cited by 101 publications

(64 citation statements)

References 32 publications

(49 reference statements)

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“…However, the article suggests that the stigma of belonging to or coming from a particular place is one of many explanations of how structures can discriminate immigrants, especially those born outside Europe (see de los Reyes and Wingborg 2002), and that the pedagogy actually represents a form of discrimination that is, at one and the same time, both subtle, hidden and unintentional, but can still seriously affect minority groups in society (Kamali 2006;Alinia 2006;Beach and Sernhede 2011). The identity politics embedded in current suggestions and practices for how to deal with the problems of school performance among suburban immigrant pupils Á not only in Sweden and at schools like Riverdale, but also in Europe as a whole Á may therefore be part of unintentional, subtle discrimination.…”

Section: Discussionmentioning

confidence: 99%

“…They have a space-bound identity (Clayton 2012). They are seen and described as non-Swedish and as a separate category and it is this that ultimately seems to do most to shape the education policies and school practices that have been developed in order to help them (Beach and Sernhede 2011;Ö hrn 2012).…”

Section: ''These Kinds Of Pupils''mentioning

confidence: 99%

“…Young people from poor suburbs and their forms of knowledge are often described using these kinds of negative statements (Andersson 2003;Clayton 2012) as destroyed by the places they come from (Ö hrn 2011). In this sense, the suburb is not only a geographic place but it is also a social position (Beach and Sernhede 2011;Shim 2012). In the discourse of school success it appears as a non-Swedish place full of immigrants, poverty, exclusion, segregation and marginalisation (cf.…”

Section: (Principal 2007 Newspaper Interview)mentioning

confidence: 99%

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The significance of place and pedagogy in an urban multicultural school in Sweden

Schwartz¹

2014

Education Inquiry

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This article presents research from a school in a multicultural suburb on the outskirts of a large Swedish conurbation that used a particular pedagogy with strong classification and framing to address an identified problem of academic failure amongst its pupils. The analysis shows that the pedagogy was chosen based on an assumption that pupils needed to be 'saved' from their backgrounds and assumed characteristics of their neighbourhood and that its inhabitants were lacking positive pedagogical resources. The article indicates a disparity between these assumptions and statements made by the pupils. Moreover, it shows how the chosen pedagogy positions the pupils between two discourses that strongly affect the possibilities they have to develop as learners and participate equally in education and society in the future.

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Section: Discussionmentioning

confidence: 99%

Section: ''These Kinds Of Pupils''mentioning

confidence: 99%

Section: (Principal 2007 Newspaper Interview)mentioning

confidence: 99%

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The significance of place and pedagogy in an urban multicultural school in Sweden

Schwartz¹

2014

Education Inquiry

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“…Accordingly, in a recent article summarising the overall results from a project on lower and upper secondary schools and their local (sub)urban contexts, Beach and Sernhede (2011) concluded that the school provided little help for young people to understand their situation. The students in the area often talked positively about their schools, liked their teachers and felt safe.…”

Section: Schools and Education In Marginalised Areasmentioning

confidence: 99%

“…Schools in such areas do certainly have a lot of problems to deal with. They are often under-funded in relation to their needs, with more staff-recruitment and retention difficulties when compared with other schools (see Beach & Sernhede, 2011). The people living in these areas are certainly not ignorant of the representation of their neighbourhoods as being problematic, but are 'clearly aware of these pathologising discourses' (Archer et al, 2010, p. 32).…”

Section: Location As a Signifier Of Class And Ethnicitymentioning

confidence: 99%

Urban Education and Segregation: The Responses from Young People

Öhrn

2012

European Educational Research Journal

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This article takes as a starting point the segregation of urban areas and discusses schooling in the neighbourhoods typically associated with problems and challenges, in order to explore young people's responses to their schooling and social positions. Such responses include individual acts, such as rejecting further schooling or dismissing the local school in favour of prestigious ones, as well as the development of shared understandings and collective formations. The article focuses in particular on young people's responses through aesthetic practices, informal education and public political actions. Although research suggests that youths in poor areas are increasingly individualised and shows that schools provide them with little help to understand and act upon their circumstances in school, the analyses here also bring to light young people's rather strong belief in collective actions; students' formations of resistance groups and political knowledge appear as crucial resources, and, although scarce, teacher support and teaching about political actions appear as important.Urban education, as a field of research, revolves around contrasts: on one side, the urban associations with poverty, marginalisation and problems, and on the other, the links to opportunities, high culture and capital. This urban-urbane problem also takes the form of physical segregation as people with low income/education and immigrant backgrounds are grouped together in certain areas whereas those with more capital dwell elsewhere. Young people in these respective areas face different conditions for schooling as well as, more generally, for living. This article focus on the young people in marginalised areas, typically associated with problems and challenges, in order to explore their responses to schooling and their social positions.

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Urban Education

Eizaguirre¹

2019

The Wiley Blackwell Encyclopedia of Urban and Regional Studies

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Urban education refers to areas of research that explore the contextualization of educational problems in urban settings affected by social segregation. The concept originated and is commonly used in English‐speaking countries, especially the United States. In European academic literature, and especially in non‐English‐speaking countries, its use has been less evident. This entry considers the evolution of the concept in the United States and its presence in specifically European research. The contribution sketches the main current lines of research that situate the concept in relation to the study of spatial segregation and school choice, learning strategies in vulnerable contexts, the role of families and the community in school performance, and the adaptation of teaching staff to urban challenges.

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From learning to labour to learning for marginality: school segregation and marginalization in Swedish suburbs

Cited by 101 publications

References 32 publications

The significance of place and pedagogy in an urban multicultural school in Sweden

The significance of place and pedagogy in an urban multicultural school in Sweden

Urban Education and Segregation: The Responses from Young People

Urban Education

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