Racialized subjects in a colour blind school

Ethnic Minority Students in – or out of? – Education: Processes of Marginalization in and across School and Other Contexts

“…In this sense Saad's, and to some extent Hakim's, ways of participating in classroom activities and performing as a student in that regard are in many ways in stark contrast to and counteract the pro-school identity (Youdell, 2003) of a 9 th grade student, since the ideal student, even the barely tolerable ones, do not muck about, click their tongues, slouch, send text messages, crack jokes, move their bodies around in the classroom during lessons, etc. I have shown elsewhere how racialization intersects 15 with marginalization (Lagermann, 2013). In that regard I show how themes of race (only) seem to be an issue with regard to the students that in many ways already struggle with being marginalized.…”

“…Several race-related issues appear in my material. Analyses concerning these issues are published in another paper (seeLagermann, 2013). Owing to the framing of this current research project, and the research questions that steer it, I have had to choose certain analytical foci/-delimitations (cuts) with regard to each paper, although I am well aware that the people's lives I am interested in researching are not as divided, but are much more complex.…”

‘Integrating’ immigrant children? School professionals’ reflections on the boundaries between educational ideals and society’s problematization of immigrants

“…While the four boundary crossing strategies seem to have clear analytical characteristics, the views of school teachers and principals are not always expressed so neatly and concisely when it comes to handling issues of racialization and integration. The dilemmas are complex, triggering identification more than transformation, as boundary crossing in this field is politicized and collides with the illusion of colour blindness and an egalitarian and comforting school system (Lagermann, 2013).…”

“…whose roots do not reach deeper than two or three generations) become part of society’ (Rudiger & Spencer, 2003, 4) through the lens of boundary theory familiar from education research (Akkerman & Bakker, 2011; Buxton et al, 2005; Dillon, 2008; Kerosuo, 2001). Hence, we provide insights into the different strategies employed by school professionals to offer immigrant and refugee children the best possible education opportunities in an environment of increasing discrimination and racialization, which has been studied in the Danish education context by Jaffe‐Walter (2019), Lagermann (2013), Tørslev et al (2016), and Vertelyte (2019), among others. The boundary concept helps to illuminate the work of learning at the boundary (Akkerman & Bakker, 2011), which is where teaching professionals find themselves when trying to fulfil the task of educating while encountering the challenges and barriers to accomplishing this very task created by immigration and integration policies.…”

A Critique of Vanishing Voice in Noncooperative Spaces: The Perspective of an Aspirant Black Female Intellectual Activist

“…She is allowed into a system that perpetuates the tokenization of her body as representing all black women and black people (Bell, 1990 ). Essentially, through the underrepresentation (marginalization and isolation) of ‘Alice’, noncooperative spaces effectively obstruct the formation of a critical mass internally to disrupt ‘old white traditions’ (Lagermann, 2013 ). Thus, while noncooperative spaces do not overtly prohibit intellectual activism (as illustrated by Alice’s successful collaboration), their admission of one single black female scholar caters to the preservation of white elites’ interests and white patriarchal power (Liu, 2019a ).…”