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

Abstract

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.

Schools, choice and reputation: Local school markets and the distribution of symbolic capital in segregated cities

“…Multicultural schools in socially deprived areas are often initially described in positive terms by their actors, including school professionals and students (Bunar, 2009, 2010; Schwartz, 2014). These actors often emphasize that the school itself, with its current student body, and in contrast to negative perceptions and rumors, is just another ordinary school.…”

“…However, an important distinction must be made: the reputation of Bridge Valley School was almost completely dominated by perceptions of its urban space, while in the cases of the two other schools, middleclass and with largely Swedish populations, urban spaces were acknowledged as important but not definitive. In other words, urban spaces do not completely overshadow the schools' internal Multicultural schools in socially deprived areas are often initially described in positive terms by their actors, including school professionals and students (Bunar, 2009(Bunar, , 2010Schwartz, 2014). These actors often emphasize that the school itself, with its current student body, and in contrast to negative perceptions and rumors, is just another ordinary school.…”

Smart Board-Based Assessment Outcomes of Implementing Outdoor Transdisciplinary Language Instruction for Pupils

“…Learners staying outdoors are often surrounded by and provided with more abundant learning stimuli in nature, such as smells, colors in nature, different textures of plants, etc. Häggström and Schmidt (2020) found that direct encounters with the outdoor environment enhanced children's basic literacy and ecological literacy, which further helps to develop critical thinking, consistent with the effects of outdoor place-based learning (Schwartz, 2014). The above research indicated a place-based pedagogy started to impact the way of learning, which highlights a democratic and independent learning environment for learners (McInerney et al, 2011).…”

“…Previous research in Scandinavian countries has suggested that outdoor settings make subject-related learning for young learners potentially more meaningful (Schwartz, 2014;Sjöblom & Svens, 2019) as staying outdoors was more an interest-oriented and experience-centered instructional strategy (Sheppard, 2011) and most likely helped learners engage in more active inquiry practices (Ireland et al, 2014) where more connections to students' life experiences were made and social interaction was encouraged (Tal, 2016). Learners staying outdoors are often surrounded by and provided with more abundant learning stimuli in nature, such as smells, colors in nature, different textures of plants, etc.…”