Gemenskapens gränser : Stigmahantering och pluralistisk fostran i gymnasieskolan
Bernmalm, Emil LU
(2022)
19.
- Abstract
- This thesis problematizes values education and governed inclusion from the standpoint of experiences made by upper secondary students with severe physical disabilities. The aim is to contribute to the understanding of value education empirically, by examining how students with physical disabilities experience the process of integration into different communities of regular education.
The students framing of the everyday life in school reveal regular education as a setting structured by strong social and symbolic borders. Integration thus requires the integrated student to perform the boundary work spurred from passing these borders. This process of handling the everyday life of regular education shows patterns of stigma management,... (More) - This thesis problematizes values education and governed inclusion from the standpoint of experiences made by upper secondary students with severe physical disabilities. The aim is to contribute to the understanding of value education empirically, by examining how students with physical disabilities experience the process of integration into different communities of regular education.
The students framing of the everyday life in school reveal regular education as a setting structured by strong social and symbolic borders. Integration thus requires the integrated student to perform the boundary work spurred from passing these borders. This process of handling the everyday life of regular education shows patterns of stigma management, social exclusion, and problematic normalization of student minorities. However, some of the students’ framing of exclusive education indicates strategies of resistance. These strategies depend on three ways of framing disability status as: i) a basis for collective identity formation, ii) a part of the radical difference existing between all human beings and iii) a demand for recognition. These ways of framing disability not only appear to be crucial for many of the students to feel recognized in their everyday school life, but also for their ability to claim positions as full worthy members of the communities of regular education.
Against this backdrop I propose that a circular conceptualization of inclusive education, in contrast to the binary definition commonly used within educational science, can account for and explain the experiences of the students. Furthermore, I suggest that values education can benefit from the closeup pictures of everyday school life that can be captured by combining microsociology and normative ethics.
(Less) - Abstract (Swedish)
- I denna avhandling undersöks hur strävan mot en integrerad svensk gymnasieskola upplevs av gymnasieungdomar med svåra rörelsehinder. Forskningsintresset är riktat mot skolans värdeförmedlande uppdrag så som det kommer till uttryck i ämnesplanen för religionskunskapsämnet. I centrum för undersökningen står elevernas erfarenheter av en gymnasieutbildning som både är separerad från och på många sätt integrerad i den reguljära gymnasieskolan. Elevernas erfarenheter av att pendla mellan en integrerad och samtidigt exklusiv utbildningssituation ger dem särskilda förutsättningar att tolka och förstå premisserna för den pluralism som skolan är tänkt att fostra.
Med syftet att problematisera den pluralism som kommer till uttryck i skolans... (More) - I denna avhandling undersöks hur strävan mot en integrerad svensk gymnasieskola upplevs av gymnasieungdomar med svåra rörelsehinder. Forskningsintresset är riktat mot skolans värdeförmedlande uppdrag så som det kommer till uttryck i ämnesplanen för religionskunskapsämnet. I centrum för undersökningen står elevernas erfarenheter av en gymnasieutbildning som både är separerad från och på många sätt integrerad i den reguljära gymnasieskolan. Elevernas erfarenheter av att pendla mellan en integrerad och samtidigt exklusiv utbildningssituation ger dem särskilda förutsättningar att tolka och förstå premisserna för den pluralism som skolan är tänkt att fostra.
Med syftet att problematisera den pluralism som kommer till uttryck i skolans värdegrund, riktar avhandlingen ljus mot elevernas erfarenheter som särskilda objekt för skolans integration. Dessa erfarenheter pekar bland annat på en skolvardag hårt styrd av symboliska och sociala gränsdragningar. Särskilt det integrerade klassrummet väcker känslor av utanförskap och stigmatisering som eleverna måste hantera i sin skolvardag. Mot denna bakgrund argumenterar jag för att det är hög tid att omvärdera, inte bara skolans värdeförmedlande uppdrag, utan också komplexa processer som integration och inkludering i skolan.
(Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/68552704-eaa0-47b5-a994-3be20a393d39
- author
- Bernmalm, Emil
LU
- supervisor
- opponent
-
- professor Claudia Lenz, MF Vitenskapelige Höyskole
- organization
- alternative title
- The Boundaries of Community : Stigma Management and Pluralistic Education in Upper Secondary Education
- publishing date
- 2022-09-22
- type
- Thesis
- publication status
- published
- subject
- keywords
- inkluderande undervisning, rörelsehinder, pluralism, pluralitet, fostran, stigma, religionskunskapsämnet, riksgymnasium, skolvardag, gymnasiet, värdegrundsarbete, inclusive education, values education, disability studies, physical disabilities, religious education, inclusion, exclusion, integration, symbolic boundaries, stigma, frame-analysis, upper secondary education
- volume
- 19
- edition
- 1
- pages
- 246 pages
- publisher
- Lund Studies in Educational Sciences
- defense location
- SOL:s hörsal
- defense date
- 2022-10-21 13:15:00
- ISBN
- 978-91-89415-41-6
- 978-91-89415-40-9
- language
- Swedish
- LU publication?
- yes
- id
- 68552704-eaa0-47b5-a994-3be20a393d39
- date added to LUP
- 2022-09-12 11:30:06
- date last changed
- 2023-11-04 03:06:26
@phdthesis{68552704-eaa0-47b5-a994-3be20a393d39,
abstract = {{This thesis problematizes values education and governed inclusion from the standpoint of experiences made by upper secondary students with severe physical disabilities. The aim is to contribute to the understanding of value education empirically, by examining how students with physical disabilities experience the process of integration into different communities of regular education. <br/> The students framing of the everyday life in school reveal regular education as a setting structured by strong social and symbolic borders. Integration thus requires the integrated student to perform the boundary work spurred from passing these borders. This process of handling the everyday life of regular education shows patterns of stigma management, social exclusion, and problematic normalization of student minorities. However, some of the students’ framing of exclusive education indicates strategies of resistance. These strategies depend on three ways of framing disability status as: i) a basis for collective identity formation, ii) a part of the radical difference existing between all human beings and iii) a demand for recognition. These ways of framing disability not only appear to be crucial for many of the students to feel recognized in their everyday school life, but also for their ability to claim positions as full worthy members of the communities of regular education.<br/> Against this backdrop I propose that a circular conceptualization of inclusive education, in contrast to the binary definition commonly used within educational science, can account for and explain the experiences of the students. Furthermore, I suggest that values education can benefit from the closeup pictures of everyday school life that can be captured by combining microsociology and normative ethics.<br/>}},
author = {{Bernmalm, Emil}},
isbn = {{978-91-89415-41-6}},
keywords = {{inkluderande undervisning; rörelsehinder; pluralism; pluralitet; fostran; stigma; religionskunskapsämnet; riksgymnasium; skolvardag; gymnasiet; värdegrundsarbete; inclusive education; values education; disability studies; physical disabilities; religious education; inclusion; exclusion; integration; symbolic boundaries; stigma; frame-analysis; upper secondary education}},
language = {{swe}},
month = {{09}},
publisher = {{Lund Studies in Educational Sciences}},
school = {{Lund University}},
title = {{Gemenskapens gränser : Stigmahantering och pluralistisk fostran i gymnasieskolan}},
url = {{https://lup.lub.lu.se/search/files/123902969/Gemenskapens_gr_nser.pdf}},
volume = {{19}},
year = {{2022}},
}