”Ju mer jag lär mig, desto mindre tycker jag att jag kan” - Skolkuratorns komplexa möte med hedern
(2011) SOPA63 20102School of Social Work
- Abstract
- During the last decade, crimes made in the name of honour, have appeared in the Swedish society and have become the focus of debates and research. Honour killing and compulsory marriage are deeds made in the name of honour and are also controlling and limiting the every-day life of youths´. The school, where the youth can meet people of the same age, becomes a very important place for these boys and girls to develop their identity and to socialise into members of society. The purpose of this study was to investigate how Swedish school welfare officers describe and work with these problems. Since they are a part of the daily-life of young girls´ and boys´ and often are the first person that the pupils contact, I see them as an interesting... (More)
- During the last decade, crimes made in the name of honour, have appeared in the Swedish society and have become the focus of debates and research. Honour killing and compulsory marriage are deeds made in the name of honour and are also controlling and limiting the every-day life of youths´. The school, where the youth can meet people of the same age, becomes a very important place for these boys and girls to develop their identity and to socialise into members of society. The purpose of this study was to investigate how Swedish school welfare officers describe and work with these problems. Since they are a part of the daily-life of young girls´ and boys´ and often are the first person that the pupils contact, I see them as an interesting professional group to examine. The study was based on qualitative methods, i.e. interviews with four school welfare officers working in upper secondary schools. The empirical material collected in these interviews has been analysed with a social constructive perspective, with focus on our different realities, institutionalisation and socialisation. A conclusion drawn from this study was that the school welfare officers define and work with the problems very similarly despite the lack of guidelines and a national definition of these problems. Something they always have to consider in their work with these pupils is whether or not they have turned 18. Due to the Swedish law, the school welfare officers have to report to the social service if they suspect anyone under aged being mistreated. According to the interviewed persons, the problem with integration and the cultural clashes that can occur as a consequence of the migration are the main reasons for having this problem in Sweden today. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/1764501
- author
- Brohall, Angelica LU
- supervisor
-
- Hilma Holm LU
- organization
- course
- SOPA63 20102
- year
- 2011
- type
- M2 - Bachelor Degree
- subject
- keywords
- honour, school welfare officer, school, cultural discrepancies and clashes, integration, social construction and socialisation.
- language
- Swedish
- id
- 1764501
- date added to LUP
- 2011-01-21 15:36:32
- date last changed
- 2011-01-21 15:36:32
@misc{1764501,
abstract = {{During the last decade, crimes made in the name of honour, have appeared in the Swedish society and have become the focus of debates and research. Honour killing and compulsory marriage are deeds made in the name of honour and are also controlling and limiting the every-day life of youths´. The school, where the youth can meet people of the same age, becomes a very important place for these boys and girls to develop their identity and to socialise into members of society. The purpose of this study was to investigate how Swedish school welfare officers describe and work with these problems. Since they are a part of the daily-life of young girls´ and boys´ and often are the first person that the pupils contact, I see them as an interesting professional group to examine. The study was based on qualitative methods, i.e. interviews with four school welfare officers working in upper secondary schools. The empirical material collected in these interviews has been analysed with a social constructive perspective, with focus on our different realities, institutionalisation and socialisation. A conclusion drawn from this study was that the school welfare officers define and work with the problems very similarly despite the lack of guidelines and a national definition of these problems. Something they always have to consider in their work with these pupils is whether or not they have turned 18. Due to the Swedish law, the school welfare officers have to report to the social service if they suspect anyone under aged being mistreated. According to the interviewed persons, the problem with integration and the cultural clashes that can occur as a consequence of the migration are the main reasons for having this problem in Sweden today.}},
author = {{Brohall, Angelica}},
language = {{swe}},
note = {{Student Paper}},
title = {{”Ju mer jag lär mig, desto mindre tycker jag att jag kan” - Skolkuratorns komplexa möte med hedern}},
year = {{2011}},
}