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Disconcerting processes of marginalisation and boys' opportunities for performing identity work in a Swedish special education need unit
Örebro University, School of Humanities, Education and Social Sciences.
2017 (English)In: Troubling educational cultures in the Nordic countries / [ed] Touko Vaahtera, Anna-Maija Niemi, Sirpa Lappalainen and Dennis Beach, London: Tufnell Press, 2017, 1, p. 92-116Chapter in book (Refereed)
Abstract [en]

The Swedish National Education Act aims to achieve a longstanding historical goal of a school for all. This objective aims to educational inclusion for all children within regular education irrespective of social background, geographical location, disability, or other difficulties in school. Despite this strong political commitment to equal educational opportunities, there have always been groups of children who do not have the same access to education as the rest of society. Differentiation and segregation of children into varying categories and groups remain evidently central in the public school system. This chapter supports the notion that schools may play a significant role in defining children who are regarded as having school problems (e.g. Conrad, 2006; Hester, 1998) and who thus cannot be accommodated by Sweden’s regular primary education system. It also elucidates how the education of these pupils is organised. The processes by which the pupils are defined present disconcerting and inferential problems for the children to whom the definitions are directly applied.In this chapter I aim to explore the strategies and opportunities of pupils in a special needs education unit (SENU) in Sweden for negotiating their school’s negative and disconcerting definitions of them. I analyse the boys’ strategies for communicative agency when performing category work as they participated in and responded to the social processes used by their school to define them and organise their activities. I focus on how these strategies could be observed and described in a talk-in-interaction context during two remedial special-education activities: pedagogic circle time and regulative talk.

Place, publisher, year, edition, pages
London: Tufnell Press, 2017, 1. p. 92-116
Keywords [en]
marginalisation, categorisation, identity work, special need education, (in)equity
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-63736ISBN: 978-1-872767-59-8 (print)OAI: oai:DiVA.org:oru-63736DiVA, id: diva2:1169766
Projects
Nordic Centre of Excellence Justice through EducationAvailable from: 2017-12-29 Created: 2017-12-29 Last updated: 2018-02-02Bibliographically approved

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Karlsson, Yvonne

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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