Multicultural Urban Schools in Sweden and Their Communities: Social Predicaments, the Power of Stigma, and Relational Dilemmas

Autor/in	Bunar, Nihad
Titel	Multicultural Urban Schools in Sweden and Their Communities: Social Predicaments, the Power of Stigma, and Relational Dilemmas
Quelle	In: Urban Education, 46 (2011) 2, S.141-164 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085910377429
Schlagwörter	Urban Schools; Cultural Pluralism; Foreign Countries; Educational Policy; Poverty; Educational Quality; Credibility; School Community Relationship; Parent School Relationship; Teaching Methods; Social Bias; Sweden + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kulturpluralismus; Ausland; Politics of education; Bildungspolitik; Armut; Quality of education; Bildungsqualität; Glaubwürdigkeit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	Multicultural urban schools in Sweden are facing two major challenges. First, the communities the schools serve are stigmatized and economically impoverished, leading to growing concerns regarding the quality of education, lack of credibility, and outflow of students. The second challenge is the ambivalent relationships with students' parents (presumable consumers and partners, but who are also regarded as culturally conservative) and with the broader community, such as public authorities and universities. I argue that we cannot understand the practical operations and outcomes of multicultural schools if we look only at the curriculum, individual attitudes, or educational policy changes and do not examine the broader challenges facing these institutions. What is needed is a more relational approach linking together the interests of different groups, policy changes, modes of representation, and the educators' practices. (Contains 10 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10