Construction of ethnicity, immigration and associated concepts in Swedish vocational education and training.

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Autor/Urheber	Rosvall, Per-Åke; Ledman, Kristina; Nylund, Mattias; Rönnlund, Maria
Institution	Umeå universitet, Institutionen för tillämpad utbildningsvetenskap; Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
Titel	Construction of ethnicity, immigration and associated concepts in Swedish vocational education and training.
Quelle	In: Journal of Education and Work, 1363-9080, 2018, 31:7-8, s. 645-659; doi:10.1080/13639080.2019.1569212; ISI:000458282500006; Scopus 2-s2.0-85060471567(2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1080/13639080.2019.1569212
Schlagwörter	Vocational education; immigrants; intercultural education; racial bias; Educational Sciences; Utbildningsvetenskap
Abstract	Surges of migration into Sweden and other European countries have raised needs to adjust civic education to provide Bernsteinian pedagogic rights of enhancement, participation and inclusion, both generally and in VET specifically. However, associated issues have received little research attention even in countries with colonial histories and longer traditions of immigration and non-native ethnic minorities. Moreover, most published empirical studies on race and ethnicity issues in VET have had Anglophone settings. Thus, research in other contexts is needed to broaden understanding and distinguish between general and context-specific aspects. This article addresses gaps in knowledge of the construction and significance of race and ethnicity in VET, particularly in Swedish contexts. First, it examines how critical understandings of being an immigrant, immigration and ethnicity are constructed in pedagogic practices in Swedish VET programmes, then analyses students' and teachers' discussion of these issues. Content related to immigration and ethnicity was sparse in monitored VET classes, but the presence of immigrants increased instances of both spontaneous and planned content. We conclude that pedagogic practices do not reflect the large increase in numbers of students in Swedish schools with immigrant backgrounds, and greater intercultural awareness is needed to safeguard their pedagogic and general democratic rights.
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