The “flawless” school and the problematic actors: Research on policy documents to counteract discrimination and degrading treatment in schools in Sweden     

Mattias Lundin  Ann-Christin Torpsten 《European Journal of Education》2018,53(4):574-585

In Sweden, the anti-discrimination initiatives and the efforts against degrading treatment are promoted by two laws indicating self-regulatory and transparent actions toward preventing both. To be successful, it is important that everybody involved in the work has the same understanding of the task and that everybody understands written formulations of local policy documents, here labelled equity plans, in order not to reinforce inequalities when counteracting discrimination and degrading treatment. Our aim is to explore the world-views that are expressed by the schools in their equity plans. We ask what are the perceived causes of discrimination and degrading treatment within the schools, what solutions in the equity plans emerge and which subject positions are constructed and made possible. The analysis rendered three discourses of which we can see recurring signs in the material and these have been labelled The perfect school discourse, The designated discourse and The educational discourse. These discourses are different in how they relate to discrimination and degrading treatment in school and they also provide different opportunities for students. We conclude that policy-making is important as a means to change discriminatory patterns and we suggest how to avoid drawing on discourses that are likely to counteract the goals.  相似文献   

Translanguaging in a Swedish Multilingual Classroom     

Ann-Christin Torpsten 《Multicultural Perspectives》2018,20(2):104-110

The overarching aim of this article is to investigate perceptions regarding linguistic potential and language competence in relation to translanguaging strategies. The data presented consists of classroom activities, texts, and pictures produced by eleven-year-old pupils and their teacher in a multilingual classroom context. The pupils have varying lengths of in-country residence, from being born in Sweden to being newly arrived. At many schools only the target language is supposed to be used in teaching (Cummins, 2007 Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240. [Google Scholar]). But the simultaneous use of multiple languages, also called translanguaging, in the classroom leads to broader and deeper knowledge of language and subjects (Williams, 1996 Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In C. Williams, G. Lewis, &; C. Baker (Eds.), The language policy: Taking stock (pp. 39–78). Langefni, UK: CAI. [Google Scholar]). Teaching based on pupils' resources is crucial for multilingual pupils' thinking and learning (Meier &; Conteh, 2014 Meier, G., &; Conteh, J. (2014). Conclusion. In G. Meier &; J. Conteh (Eds.), The multilingual turn in language education: Opportunities and challenges (pp. 292–299). Bristol, UK: Multilingual Matters.[Crossref] , [Google Scholar]). The results show that the pupils have large linguistic potential, but there are great differences in estimating and perceiving their languages. A pattern stands out: Those pupils who have given their languages high ratings are considerably more positive to the teachers' initiative by shaping new relationships and contributing to the mutual development of knowledge than those with discrepancies in their ratings.  相似文献   

How does the legal system respond when children with learning difficulties are victimized?     

Cederborg AC  Lamb ME 《Child abuse & neglect》2006,30(5):537-547

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