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Utifrån sett - Inifrån upplevt Några unga kvinnor som kom till Sverige i tonåren och deras möte med den svenska skolan

Cederberg, Meta LU (2006)
Abstract (Swedish)
Popular Abstract in Swedish

I avhandlingen beskrivs och analyseras 12 kvinnors skolkarriärer och deras möte med svensk skola. Syftet är att identifiera och belysa mönster, processer och vändpunkter på olika nivåer som utifrån kvinnornas perspektiv mobiliserat respektive begränsat deras skolkarriärer.



Kvinnorna kom som flyktingar till Sverige i tonåren och återupptog sin avbrutna skolgång i svensk skola. De genomförde sina skolkarriärer framgångsrikt vilket i studien åsyftar ett formellt genomförande av ungdomsskolan som varit tillräckligt meriterande för att bereda kvinnorna plats för högskolestudier.



Insamlingen av empirin har skett med hjälp av kvalitativa tematiskt strukturerade... (More)
Popular Abstract in Swedish

I avhandlingen beskrivs och analyseras 12 kvinnors skolkarriärer och deras möte med svensk skola. Syftet är att identifiera och belysa mönster, processer och vändpunkter på olika nivåer som utifrån kvinnornas perspektiv mobiliserat respektive begränsat deras skolkarriärer.



Kvinnorna kom som flyktingar till Sverige i tonåren och återupptog sin avbrutna skolgång i svensk skola. De genomförde sina skolkarriärer framgångsrikt vilket i studien åsyftar ett formellt genomförande av ungdomsskolan som varit tillräckligt meriterande för att bereda kvinnorna plats för högskolestudier.



Insamlingen av empirin har skett med hjälp av kvalitativa tematiskt strukturerade djupintervjuer med 12 kvinnor. Intervjuerna har bearbetats till 12 fallstudier.



Studiens teoretiska position utgörs av symbolisk interaktionism och Bernsteins kodteori. Kvinnornas beskrivningar av skolår och skolkarriär är relaterade till migration och studeras utifirån etnicitet, kön och klass.



Kvinnornas beskrivningar av sin väg genom skolan, från hemlandets skola, via migrationen, in i och genom den svenska gymnasieskolan visade ett antal gemensamma komplexa mobiliserande såväl som begränsande mönster på individuell nivå (självbild, skolmotivation, ålder) institutionell nivå (återinträde i skolan, språk, pedagogik) och strukturell nivå (migration, kön, klass, etnicitet). Komplexiteten återfinns inte genom att t.ex. självbild, återinträde och etnicitet samverkat utan komplexiteten återfinns även inom de enskilda förhållandena genom att de kan ha fungerat både mobiliserande och begränsande.



I dessa komplexa mönster identifierades en anpassnings- och integrationsprocess till svensk skola och tre framgångsdrivande begrepp; motivation, lärarbekräftelse samt modifierad anpassning.



Även om kvinnornas skolkarriärer varit framgångsrika har för de flesta vägen genom skolsystemet varit problematisk p.g.a. en osynliga pedagogiken med annorlunda arbetssätt och samspelsrelationer. Inte enbart nytt språk utan även ny pedagogik har försvårat skolkarriärerna. (Less)
Abstract
The purpose of this thesis is to describe and analyse some foreign women s perspectives on their first meeting with the Swedish school and to identify and illuminate patterns and processes on different levels that facilitate respectively obstruct the development of their school careers. The women arrived in Sweden in their teens and attended Swedish upper secondary school, completed their education with good results, applied for and were enrolled as students at University.



The women s descriptions are studied as individual interpetations. Description and analysis are based on symbolic interactionalism, based on the concepts interaction, empathy, self- image, confirmation and congruousness/ incongruousness. Also... (More)
The purpose of this thesis is to describe and analyse some foreign women s perspectives on their first meeting with the Swedish school and to identify and illuminate patterns and processes on different levels that facilitate respectively obstruct the development of their school careers. The women arrived in Sweden in their teens and attended Swedish upper secondary school, completed their education with good results, applied for and were enrolled as students at University.



The women s descriptions are studied as individual interpetations. Description and analysis are based on symbolic interactionalism, based on the concepts interaction, empathy, self- image, confirmation and congruousness/ incongruousness. Also conceptions focusing on schooling are required. These conceptions are connected to the symbolic interactionalistic perspective and to Code theory by Bernstein. Conceptions used are career turning points, integration and inclusion, motivation, framing, and visible and invisible pedagogy. The school years and school careers have been affected by, and are thus related to, migration. The descriptions are analysed within the dimensions of ethnical background, gender and class.



The material consists of thematically structured in-depth interviews with twelve women. The interviews were subsequently constructed as case-studies.



Interactive patterns on structural, institutional and individual levels were identified in the analyse. And in an adjustment process were three conceptions identified; teachers confirmation, modified adjustment and motivation. .They describe central conditions that contribute to the creation of the women s successful school careers.



Although the women s school careers have been successful, their way through the school system has, for most of them, been problematic. Not only the Swedish language but also the pedagogy made it harder for the women to carry out their school careers. Analysis points towards the fact that the school as an institution, with the unvisible pedagogy of classroom work with different working methods and relationships than the women have been used to, obstructed the women s school career. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Professor Kupferberg, Feiwel, Danmarks Paedagogiske Universitet
organization
publishing date
type
Thesis
publication status
published
subject
keywords
Pedagogik, Basil Bernstein, School career, visible and unvisible pedagogy, gender, migration, Pedagogy and didactics, dialogue, Symbolic interactionalism, didaktik
pages
247 pages
publisher
Lärarutbildningen, Malmö högskola
defense location
Lärarutbildningen, Malmö högskola, Nordenskiöldsgatan 10. sal D131
defense date
2006-03-24 10:15
ISBN
91-8042-18-8
language
Swedish
LU publication?
yes
id
1494e635-51b5-40ba-9c9c-2eb59d7535db (old id 25392)
date added to LUP
2007-06-04 14:26:13
date last changed
2016-09-19 08:45:05
@misc{1494e635-51b5-40ba-9c9c-2eb59d7535db,
  abstract     = {The purpose of this thesis is to describe and analyse some foreign women s perspectives on their first meeting with the Swedish school and to identify and illuminate patterns and processes on different levels that facilitate respectively obstruct the development of their school careers. The women arrived in Sweden in their teens and attended Swedish upper secondary school, completed their education with good results, applied for and were enrolled as students at University.<br/><br>
<br/><br>
The women s descriptions are studied as individual interpetations. Description and analysis are based on symbolic interactionalism, based on the concepts interaction, empathy, self- image, confirmation and congruousness/ incongruousness. Also conceptions focusing on schooling are required. These conceptions are connected to the symbolic interactionalistic perspective and to Code theory by Bernstein. Conceptions used are career turning points, integration and inclusion, motivation, framing, and visible and invisible pedagogy. The school years and school careers have been affected by, and are thus related to, migration. The descriptions are analysed within the dimensions of ethnical background, gender and class.<br/><br>
<br/><br>
The material consists of thematically structured in-depth interviews with twelve women. The interviews were subsequently constructed as case-studies.<br/><br>
<br/><br>
Interactive patterns on structural, institutional and individual levels were identified in the analyse. And in an adjustment process were three conceptions identified; teachers confirmation, modified adjustment and motivation. .They describe central conditions that contribute to the creation of the women s successful school careers.<br/><br>
<br/><br>
Although the women s school careers have been successful, their way through the school system has, for most of them, been problematic. Not only the Swedish language but also the pedagogy made it harder for the women to carry out their school careers. Analysis points towards the fact that the school as an institution, with the unvisible pedagogy of classroom work with different working methods and relationships than the women have been used to, obstructed the women s school career.},
  author       = {Cederberg, Meta},
  isbn         = {91-8042-18-8},
  keyword      = {Pedagogik,Basil Bernstein,School career,visible and unvisible pedagogy,gender,migration,Pedagogy and didactics,dialogue,Symbolic interactionalism,didaktik},
  language     = {swe},
  pages        = {247},
  publisher    = {ARRAY(0x95cfe28)},
  title        = {Utifrån sett - Inifrån upplevt Några unga kvinnor som kom till Sverige i tonåren och deras möte med den svenska skolan},
  year         = {2006},
}