In the name of honor: Swedish school leaders’ experiences of honor-related dilemmas

Abstract

Purpose -The purpose of this paper is to examine honor-related dilemmas that principals encounter in daily practice. Such dilemmas illustrate how special demands from parents can collide with the school's democratic mission. Design/methodology/approach -In total, 53 principals who participated in an in-service program, which aimed to enhance consciousness and knowledge concerning honor-related issues, were asked to describe their experiences of honor-related dilemmas. The paper uses the understanding of the honor culture as an analytic probe in studying and understanding the dilemmas and how these collide with the school's inner work in accordance with democratic values. Findings -The major findings illustrate that the participating principals have to deal with honorrelated issues in their daily practice. The dilemmas include parents' demands for restrictions affecting girls, young women, boys, and young men from preschool up to adult education. These restrictions limit their right to participate in all school subjects and activities and to live a life free of oppression. Practical implications -The paper reveals the importance of enhanced consciousness and knowledge concerning honor-related issues. Principals must have the ability to identify and recognize at-risk students and organize the necessary support for those students without stigma and exclusion. How the school's structure and culture support intercultural practice and inclusion is important to avoid a contribution to marginalization and a rejection of the school's value base. Originality/value -A number of research studies have been done regarding culture clashes in the multicultural school context. This paper identifies dilemmas that can be related to the honor culture and how these are expressed in the principal's office.

BKB_Social sustainability in Swedish multicultural preschools

“…I asked how they interpreted the concept, and the principal replied: The results of this study have revealed that the demand that preschools meet and respect parents' views and opinions regarding their child's education and care sometimes counteracts education for social sustainability. As in Norberg and Törnsén's (2013) research, parents' demands for restrictions may narrow girls' and boys' opportunities to test and develop their abilities and interests on equal terms, and limit children's development, choices, and learning by denying them the possibility to participate in all preschool activities. On the other hand, parental involvement and cooperation between the home and preschool is critical for long-term benefits in sustainability education, according to Samuelsson and Park (2017).…”

“…Thus, they developed their own strategies to deal with children's and parents' expectations and demands, often using the children as intermediaries. Norberg and Törnsén (2013) examined dilemmas in Swedish early childhood education related to honour culture. Fifty-three principals who participated in an in-service program were asked about their experiences of honour-related dilemmas.…”

“…Although some studies suggest that diversity adds value to early childhood education (Hennig & Kirova, 2012;Mary & Young, 2017), some attention in the research is also paid to what is difficult (Norberg & Törnsén, 2013;Stier & Sandström, 2020).…”