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Spaces, mobilities and youth biographies in the New Sweden: Studies on education governance and social inclusion and exclusion
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
2010 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

The main theme of this thesis is the relation between education governance and social inclusion and exclusion. Overall the thesis is based on a life history approach were biographical interviews with young people are complemented with other contextual data such as survey data, longitudinal statistics, interviews with local politicians and school actors and local reports. Data were generated in three Swedish areas: a rural area in the North, an advantaged segregated area, and a disadvantaged segregated area in the South. The thesis consists of four articles that use the concepts of biography, space, and mobility. Article 1. examines the increasing usage of biographical registers in school. It suggests that biography as a form of education governance serves to construct the students as both objects for assessment and as a relay for continuous self-assessment. As such, this is a socio-political technology that is important to acknowledge in order to understand processes of social inclusion and exclusion. Article 2. addresses the following empirically generated question: How is it possible to understand the fact that disadvantaged students from a segregated area have such optimistic future orientations in relation to further education and work? Building on life history interviews with a small sample of refugee youth from a disadvantaged segregated area the paper presents a concept labelled Utopian diaspora biography (UDB). UDB describes a process whereby a high level of aspiration concerning education and labour is accumulated as a consequence of the social, temporal and spatial dynamic of the biography. Article 3. is an attempt to develop new understandings about local production of social inclusion and exclusion in a decentralised, individualised and segregated school landscape. Using a wide range of data the article suggests that local differences concerning schooling and the outcomes of schooling – both in terms of statistical patterns and the identities produced – are interrelated and are based on an amalgamation of local policy implementation, material conditions and spatially guided representations. Article 4. deploys the concept of mobility in order to explore how space and class become related to education and social inclusion and exclusion in the three chosen areas as young people are spatially situated but move, want to move, dream about moving, try to move, and fail to move through, in and out of different forms of communities. This paper shows that the possibilities of moving to desired places on the education- and labour market are unequally distributed between young people and between places. The analysis also seeks to move beyond schematic typologies such as those of ‘immobile working class’ and ‘mobile middle class’ by exploring how mobility is made meaningful and how notions about mobility are structured and enable action. In summary, the thesis contributes to the discussion on processes of inclusion and exclusion in contemporary society. These processes are understood as inter-disciplinary problematics that include the social production of spatiality, historicality, and sociality at both the societal level and on the level of identity. Crucial aspects concern aestheticisation and performativity in education which imply an increasing focus on discursive, or textual, dimensions of identity formation and the competitive strategies developed by students in order to secure social inclusion through the marketing of oneself. Under these circumstances, new identities and new forms of social inclusion and exclusion are produced.

Ort, förlag, år, upplaga, sidor
Umeå: Pedagogiska institutionen, Umeå universitet , 2010. , s. 92
Serie
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 94
Nyckelord [en]
education governance, social exclusion, biography, space, mobility, performativity
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-32542ISBN: 978-91-7264-940-8 (tryckt)OAI: oai:DiVA.org:umu-32542DiVA, id: diva2:304039
Disputation
2010-04-09, Humanisthuset, Hörsal E, Umeå universitet 901 87, Umeå, 10:00 (Svenska)
Opponent
Handledare
Tillgänglig från: 2010-03-19 Skapad: 2010-03-16 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Delarbeten
1. Biography as Education Governance
Öppna denna publikation i ny flik eller fönster >>Biography as Education Governance
2007 (Engelska)Ingår i: Discourse: Studies in the Cultural Politics of Education, ISSN 0159-6306, Vol. 28, nr 4, s. 467-483Artikel i tidskrift (Refereegranskat) Published
Identifikatorer
urn:nbn:se:umu:diva-17106 (URN)doi:10.1080/01596300701625214 (DOI)
Tillgänglig från: 2007-10-31 Skapad: 2007-10-31 Senast uppdaterad: 2018-06-09Bibliografiskt granskad
2. Diaspora biographies balancing ideology and utopia: On future orientations of immigrant youth in a segregated Sweden
Öppna denna publikation i ny flik eller fönster >>Diaspora biographies balancing ideology and utopia: On future orientations of immigrant youth in a segregated Sweden
2010 (Engelska)Ingår i: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, Vol. 18, nr 2, s. 177-195Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This is a paper on the utopian life projects of immigrant youth in a disadvantaged Swedishcommunity. These projects are analysed through the concept of utopian diaspora biographywhich describes a process whereby a high level of aspiration concerning education and labouris accumulated as a consequence of the social, temporal and spatial dynamic of the biography.Utopian diaspora biographies, it is suggested, are fragile projects that reproduce politicalnotions of meritocratic social mobility and individual agency. However, they may alsoexplore individual possibilities and thereby challenge hierarchies in a segregated educationandlabour market. The risks and potentials associated with these modernist projects areanalysed through Ricoeur’s (1986) thoughts on ideology and utopia. It is suggested that thediaspora condition implies a movement between different internal systems of ideology andutopia – between a modern, Fordist system and a late modern, post-Fordist version. The paperis based on life history interviews.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2010
Nyckelord
ideology, utopia, biography, diaspora, future, education, youth transitions, social exclusion
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-32540 (URN)10.1177/110330881001800204 (DOI)000277536000004 ()
Tillgänglig från: 2010-03-16 Skapad: 2010-03-16 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
3. Spaces of social inclusion and exclusion: A spatial approach to education restructuring and identity in Sweden
Öppna denna publikation i ny flik eller fönster >>Spaces of social inclusion and exclusion: A spatial approach to education restructuring and identity in Sweden
2010 (Engelska)Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, nr 2, s. 75-95Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The decentralised Swedish school system has become increasingly directed to the construction of self-governing and responsible pedagogic identities that are supposed to enable integration and participation. Drawing on the work of the geographer Edward W. Soja, I acknowledge how material and symbolic spatialisation intersect with the local production of included and excluded identities in the context of restructuring education. The paper is based on a study in two areas in a segregated Swedish city; one disadvantaged and one advantaged area. I use a wide range of data such as policy documents, questionnaire data, longitudinal statistics, interviews with local politicians, school actors and former students. The findings show that former students from the disadvantaged area were more often excluded from further education and were dependent on social welfare to a higher extent. Moreover, they faced low expectations and were simultaneously excluded from new educational processes that explicitly aim at social inclusion. In the paper I discuss how ethical ideals of decentralisation and participation, and the evaluation of such policies in terms of access to further education and work, conceal the local production of excluded identities. This production, I argue, is based on an amalgamation of material conditions and spatial representations.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå School of Education, 2010
Nyckelord
education restructuring, identity, locality, social exclusion, space
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-32537 (URN)
Tillgänglig från: 2010-03-16 Skapad: 2010-03-16 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
4. Mobilities of youth: Social and spatial trajectories in a segregated Sweden
Öppna denna publikation i ny flik eller fönster >>Mobilities of youth: Social and spatial trajectories in a segregated Sweden
2010 (Engelska)Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 9, nr 2, s. 192-207Artikel i tidskrift (Övrigt vetenskapligt) Published
Abstract [en]

This article explores youth mobilities in three geographic and socioeconomic diverseSwedish contexts. The concept of mobility has become an important feature ofindividualistic discourses of responsibility relating to inclusion, lifelong learning andself-regulating entrepreneurial behaviour. This article draws attention to the fact thatgeographical mobility, as a form of human agency, is closely related to social mobilityand hence to both spacial and social ineqalities. Using life history interviews andstatistical data, the paper explores how space, class and ethnicity are related to educationand social inclusion and exclusion as young people are spatially situated yet move, desireto move, dream about moving, seek to move and fail to move, as they migrate through,in and out of social communities. The analysis displays how these mobilities are framedby local traditions and circumstances that both enable and restrict. Such mobility mightinvolve processes of personal development and learning, and be the calculatedconsequence of each individual’s chosen life-career. However, mobility might also ariseas flight from a stigmatized place. In these cases, refusal to move can also be seen as aform of resistance.

Ort, förlag, år, upplaga, sidor
Oxford, United Kingdom: Symposium Journals, 2010
Nyckelord
mobility, biography, space, class, education, policy
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-32539 (URN)10.2304/eerj.2010.9.2.192 (DOI)
Tillgänglig från: 2010-03-16 Skapad: 2010-03-16 Senast uppdaterad: 2018-06-08Bibliografiskt granskad

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