Construction of Ethnicity, Immigration and Associated Concepts in Swedish Vocational Education and Training

Autor/inn/en	Rosvall, Per-Åke; Ledman, Kristina; Nylund, Mattias; Rönnlund, Maria
Titel	Construction of Ethnicity, Immigration and Associated Concepts in Swedish Vocational Education and Training
Quelle	In: Journal of Education and Work, 31 (2018) 7-8, S.645-659 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rosvall, Per-Åke) ORCID (Ledman, Kristina) ORCID (Nylund, Mattias) ORCID (Rönnlund, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2019.1569212
Schlagwörter	Foreign Countries; Ethnicity; Immigration; Immigrants; Vocational Education; Multicultural Education; Racial Bias; Cultural Awareness; Civics; Educational Practices; Class Activities; Sweden + Suchen Sie Ihr Suchwort? Ausland; Ethnizität; Immigrant; Immigrantin; Immigranten; Ausbildung; Berufsbildung; Multikulturelle Erziehung; Racial discrimination; Rassismus; Cultural identity; Kulturelle Identität; Staatsbürgerkunde; Bildungspraxis; Schweden
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01