Det ”integrerade” gymnasiet och den segregerade staden

dc.creator	Jonas Lindbäck
dc.creator	Ove Sernhede
dc.date	2010-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:17Z
dc.date.available	2015-07-20T22:15:17Z
dc.identifier	1102-6472
dc.identifier	https://doaj.org/article/cc4bc1c8769f450083bb2ce0a5012632
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17529
dc.description	The segregated city and the school as a multicultural meeting ground – upper secondary pupils and their narratives on urban space and the significance of place. The freedom to choose which school you want to attend in the Swedish school system can be understoodas an opportunity to overcome the urban segregation. At the same timestudies show that the freedom of choice increases the segregation according to the pupils’ performance and their social and ethnic background. In this context we find Berydsgymnaiset in the suburb of Beryd southeast of Storstaden interesting, since pupils coming from the whole city attend this school. We conducted deep interviews with ten pupils at this school to hear their reflections on the segregated urban space and their view on the school as a meeting place. The study shows clearly that the divided and hierarchically structured urban space is a distinctive part of their conceptualizing of the world. Another result is that this school only to a very small extent functions as a place for overcoming segregation; even though its open for pupils from all over town, the most prominent feature of the situation within the school is how the urban segregation and the distance between it’s different spaces is reflected in a way that also affects the relationships between the pupils.
dc.language	Swedish
dc.language	Danish
dc.language	Norwegian
dc.language	English
dc.publisher	Örebro University
dc.relation	http://www.oru.se/PageFiles/15299/2010/Det%20%e2%80%9dintegrerade%e2%80%9d%20gymnasiet%20och%20den%20segregerade%20staden.pdf
dc.relation	https://doaj.org/toc/1102-6472
dc.source	Utbildning & Demokrati : Tidsskrift för Didaktik och Utbildningspolitik, Vol 19, Iss 1, Pp 115-140 (2010)
dc.subject	Urban space
dc.subject	territorial stigmatization
dc.subject	segregation
dc.subject	narratives
dc.subject	school
dc.subject	immigrant suburb
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Det ”integrerade” gymnasiet och den segregerade staden
dc.type	article