Recognising, Naming, and Resisting Racialisation and Ethnicisation in Swedish Compulsory Schools
Palavras-chave:
Social justice, Anti-oppressive education, Norm critical perspective, Ethnicisation, Racism
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Resumo
Swedish schools and teachers are responsible for implementing measures that promote social justice. Based on qualitative data from observations, interviews, and student reflections and perspectives on intersectionality, the study critically analyses how students and school staff partake in ethnicised and racialised oppression of Swedish compulsory school students. The interplay between different bodies in school contexts and children’s responsive capacities to resisting oppression is of particular interest. The findings indicate that the oppression and control of body space based on ethnicity and race are often intertwined with various power structures, such as social and economic background, age, religion, and masculinity. Moreover, the majority’s silence plays a crucial role in perpetuating oppression. However, students who experience oppression have the ability to resist the coercive power of their peers and adults. The article proposes that students and school staff should enhance their ability to recognise and identify oppressive power dynamics within their local contexts. By developing these competencies, individuals can reflect on their role in perpetuating oppression, performatively open new possibilities, and learn how to take transformative action and enhance social justice
Downloads
Referências
Ahmed, S. (2006). Orientations: Toward a queer phenomenology A Journal of Lesbian and Gay Studies, 12(4), 543-574. https://doi.org/10.1215/10642684-2006-002
Ahmed, S. (2007). A phenomenology of whiteness. Feminist Theory, 8(2), 149-168.
Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press.
Ahmed, S. (2017). Living a feminist life. Duke University Press.
Ahmed, S. (2021). Complaint! Duke University Press.
Basner, K., Christensen, J. F., French, J. E., & Schreven, S. (2018). Snaptivism: A collective biography of feminist snap as affective activism. Ephemera: Theory & Politics in Organization, 18(4), 901-922.
Björkman, L., Bromseth, J., & Hill, H. (2021). Normkritisk pedagogik: Framväxten och utvecklingen av ett nytt begrepp i den svenska utbildningskontexten. [Norm-critical pedagogy: The emergence and development of a new concept in the Swedish educational context]. Nordisk tidsskrift for Pedagogikk og kritikk, 7, 179-195. https://doi.org/10.23865/ntpk.v7.2314
Brantefors, L., & Quennerstedt, A. (2016). Teaching and learning children’s human rights: A research synthesis. Cogent Education, 3(1), 1247610. https://doi.org/10.1080/2331186X.2016.1247610
Brå. (2021). Rapport 2021: Polisanmälda hatbrott 2020. En sammanställning av de ärenden som hatbrottsmarkerats av polisen. [Report 2021: Hate crimes reported to the police in 2020. A compilation of the cases marked as hate crimes by the police]. Brottsförebyggande rådet.
Bunar, N. (2011). Multicultural urban schools in Sweden and their communities: Social predicaments, the power of stigma, and relational dilemmas. Urban education, 46(2), 141-164. https://doi.org/10.1177/0042085910377429
Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. Routledge.
Castagno, A. E. (2008). “I don't want to hear that!”: Legitimating whiteness through silence in schools. Anthropology & Education Quarterly, 39(3), 314-333. https://doi.org/https://doi.org/10.1111/j.1548-1492.2008.00024.x
Dahlstedt, M., & Lozic, V. (2017). Managing urban unrest: Problematising juvenile delinquency in multi-ethnic Sweden. Critical and radical social work: An international journal, 5(2), 207-222. https://doi.org/10.1332/204986017X14933953111175
Dolk, K. (2013). Bångstyriga barn: Makt, normer och delaktighet i förskolan [Disruptive children: Power, norms and participation in the preschool]. Ordfront.
Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023. https://doi.org/10.1086/231294
Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Academic.
Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world, change the world. Corwin.
Gruber, S. (2007). Skolan gör skillnad: Etnicitet och institutionell praktik [School makes a difference: Ethnicity and institutional practice]. Linköping Univerity Press
Hellstadius, M. (2023). Grundskolans regelbok 2023/2024 [The primary school rulebook 2023/2024]. Norstedts Juridik.
Hill Collins, P., & Bilge, S. (2016). Intersectionality. Polity.
hooks, b. (2010). Teaching critical thinking: Practical wisdom. Routledge.
Hübinette, T., & Tigervall, C. (2009). To be non-white in a colour-blind society: Conversations with adoptees and adoptive parents in Sweden on everyday racism. Journal of Intercultural Studies, 30(4), 335-353. https://doi.org/10.1080/07256860903213620
Högberg, R. (2009). Motstånd och konformitet: Om manliga yrkeselevers liv och identitetsskapande i relation till kärnämnena [Resistance and conformity: The lives and identity formation of male vocational students in relation to core subjects]. Linköping University Press.
Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25-53.
Landmann, E., & Månsson, N. (2016). Att vända blicken mot sig själv: En problematisering av den normkritiska pedagogiken [Turning the gaze towards oneself: A problematisation of norm-critical pedagogy]. Pedagogisk forskning i Sverige, 21(1-2), 79-100.
León Rosales, R. (2010). Vid framtidens hitersta gräns: Om maskulina elevpositioner i en multietnisk skola [At the frontier of the future: On masculine student positions in a multi-ethnic school]. Mångkulturellt centrum.
León Rosales, R. (2019). Att säga som det är: (in)tolerans som maskulin performans. [Telling it like it is: (in)tolerance as masculine performance]. Educare, 4, 94-119. https://doi.org/10.24834/educare.2019.4.2
León Rosales, R., & Jonsson, R. (2019). Skolan som antirasistiskt rum? [The school as an anti-racist space?] Educare, 4, 1-15. https://doi.org/10.24834/educare.2019.4.1
Lozic, V. (2010). I historiekanons skugga: Historieämne och identifikationsformering i 2000-talets mångkulturella samhälle [In the shadow of the history canon: History teaching and identity formation in the multicultural society of the 21st century]. Malmö högskola.
Lozic, V. (2022). Intersektionalitet, förtryck och motstånd: Utbildares erfarenheter av mikroaggressioner i utbildningsinstitutioner [Intersectionality, oppression and resistance: Educators’ experiences of microaggressions in educational institutions]. In E. Elin & H. Peter Gladoic (Eds.), Plats för vem?: Om arbetets inkludering och exkludering (pp. 197-221). Nordic Academic Press.
Lozic, V., Larsson, M., Duraku, L., & Vasiljev, T. (2020). Tystnad och motstånd: Kollegialt utforskande av vuxnas makt och normer i utbildningsinstitutioner [Silence and resistance: Peer exploration of adult power and norms in educational institutions]. In S. Nyzell & S. Lindholm (Eds.), Människor, mening och motstånd: En vänbok till Mats Greiff (pp. 251-276). Malmö universitet.
Lundström, M. (2021). Children’s perspectives on everyday racism in Sweden. Sociologisk Forskning, 58(4), 433-454. https://doi.org/10.37062/sf.58.23154
Martinsson, L., & Reimers, E. (Eds.). (2020). Skola i normer [School in norms]. Gleerups.
Mejia-Elvir, P., Morales-Escobar, I., & Correa-Londoño, M. (2023). Voces del profesorado en contexto de represión y lucha social: Memorias colectivas e identidades [Voices of teachers in the context of repression and social struggle: Collective memories and identities] Revista Internacional de Educación para la Justicia Social, 12(1), 179-194. https://doi.org/10.15366/riejs2023.12.1.010
Osanami Törngren, S. (2015). Does race matter in Sweden?: Challenging colorblindness in Sweden. Sophia Journal of European Studies, 7, 125-137.
Pollock, M. (2004). Colormute: Race talk dilemmas in an American school. Princeton University Press.
Puwar, N. (2004). Space invaders: Race, gender and bodies out of place. Berg.
Pyke, K. (2010). What is internalized racial oppression and why don’t we study it? Acknowledging racism’s hidden injuries. Sociological Perspectives, 53(4), 551-572. https://doi.org/10.1525/sop.2010.53.4.551
Quennerstedt, A. (2022). Children’s and young people’s human rights education in school: Cardinal complications and a middle ground. Journal of Human Rights, 21(4), 383-398. https://doi.org/10.1080/14754835.2021.2014795
Russell-Cole, K., Wilson, M., & Hall, R. E. (2013). The color complex: The politics of skin color in a new millennium. Anchor Books.
Selling, J. (2014). Svensk antiziganism: Fördomens kontinuitet och förändringens förutsättningar. [Swedish antiziganism: The continuity of prejudice and the conditions for change]. Östkultur.
Skolverket. (2009). Diskriminerad, trakasserad, kränkt?: Barns, elevers och studerandes uppfattningar om diskriminering och trakasserier [Discriminated, harassed, offended?: Children, pupils and student’ perceptions of discrimination and harassment]. Skolverket.
Strid, S., Baianstovu, R., & Enelo, J.-M. (2021). Inequalities, isolation, and intersectionality: A quantitative study of honour-based violence among girls and boys in metropolitan Sweden. Women’s Studies International Forum, 88. https://doi.org/10.1016/j.wsif.2021.102518
Sue, D. W., Alsaidi, S., Awad, M. N., Glaeser, E., Calle, C. Z., & Mendez, N. (2019). Disarming racial microaggressions: Microintervention strategies for targets, White allies, and bystanders. American Psychologist, 74(1), 128-142. https://doi.org/http://dx.doi.org/10.1037/amp0000296
Timperley, H. (2011). Realizing the power of professional learning. Open University Press.
UN. (2007). Legislative history of the Convention on the Rights of the Child. United Nations.
Vetenskapsrådet. (2017). God forskningssed. [Good research practice]. Vetenskapsrådet.