Likabehandlingsarbete - en reproduktion av rådande maktordning?

Abstract

This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized.

Inclusive Educational Spaces and Social Pedagogical Recognition: Interaction- and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education

“…Furthermore, exclusion from the educational space risks destroying the actors' self-esteem. This risk applies in particular to the exclusion of students who have a lower status in the educational space than teachers [9,19,24,25,29,45,52,68].…”

“…Teachers can contribute to achieving social pedagogical recognition, school success, and the successful integration of students into educational space. Previous research shows that social pedagogical recognition, school success, and successful integration are more closely connected to the active action of individual teachers in the school and university educational space who "show up," engage, and help than to the school and university as an organisation [9,19,24,25,29,30,68].…”

“…Empirical studies and empirical sequences in these studies that are reanalyzed in the present analysis are of a secondary nature [29,30,58]. Selection of the relevant empirical studies and the first analysis of the empirical data in these studies were performed in connection with previous analyses [11][12][13][14][19][20][21][22]24,25,29,30,[59][60][61][62][63][64][65][66][67][68][69], [70] pp. 8-12, [71] pp.…”

“…Eek-Karlsson et al [68] have analysed the construction and reconstruction of the actors' gender, ethnicity, and sexual orientation in educational school space. These authors argue that there is variation in a school's different ways of working to combat discriminationeven as at the same time this work usually contributes to the strengthening of actions that are categorised as normatively right (morally right) and deviant (morally wrong).…”

“…These authors argue that there is variation in a school's different ways of working to combat discriminationeven as at the same time this work usually contributes to the strengthening of actions that are categorised as normatively right (morally right) and deviant (morally wrong). Eek-Karlsson et al [68] highlight the point that classroom educational space (teaching) tends to focus on the other rather than broadening teaching so that it becomes norm breaking and creates space for the increased inclusion of all participating students (including "the other"). The authors stress that schools have different starting points in their anti-discrimination work regarding who or which categories of students are considered to be problems or deviant.…”