Ett ovanförperspektiv avseende kartläggningen av nyanlända elevers behov präglar det svenska samhället och skolsystem. Detta leder således till en indelning av elever i språkintroducerande förberedelseklasser som separeras från elever från ordinarie klasser vilket försvårar integrering. Syftet med denna studie är att fånga aktörens perspektiv genom en så kallad narrativ identitetsanalys som ämnar att undersöka hur 7 elever som läser Språkintroduktion på en gymnasieskola i Stockholm presenterar sina identiteter i deras berättelser om sin skolsituation. Detta har genomförts med hjälp av livshistorieintervjuer om elevernas erfarenheter och tolkningar av händelser på skolan. Berättelser rörande bytet av skolsystem, möte med klassen samt framtidsförhoppningar har presenterats på olika sätt av eleverna. De mest framträdande berättelserna utgörs av ontologiska berättelser som bygger på individens subjektiva upplevelser och självbild, offentliga berättelser om integration samt konceptuella berättelser om rasism. Eleverna skildrar en likställd bild av lärarnas och elevernas roller på skolan, en samhörighet med sina klasskamrater, kamp om erkännande från de andra eleverna och makthavarna på skolan, samt ett lyckligt avslut i sina berättelser om framtiden vilka beror på deras uppfattningar av sig själva. Det lyckliga slutet skildrar således en ovisshet om framtiden där en osäkerhet avseende den genomgående kampen om erkännande framgår. / An overarching perspective regarding the mapping of newly arrived pupils's needs characterizes the Swedish society and school system. This leads to a breakdown of pupils in so-called “Language Introductory Preparation Classes” which separates newly arrived pupils from pupils in ordinary classes and complicates integration. The purpose of this study is to capture the pupils`s perspective through a so-called narrative identity analysis aimed to investigate how 7 pupils from a Language Introduction- class at a high school in Stockholm, Sweden present their identities through their stories about their school situation. This has been implemented using interviews about the pupils' experiences and interpretations of events that has taken place at their school and class. Stories regarding the change of school system, the meeting with the class and future hopes have been presented in different ways by the students. The most prominent stories consist of ontological narratives based on the individual's subjective experiences and self-image, public stories about integration, and conceptual stories about racism. The students portray a similar picture of the roles of teachers and students at the school, a community with their fellow classmates, a struggle for recognition from the other students and the rulers of the school, as well as a hope for a happy ending and a resolution of the fight for recognition. The happy end also depicts an uncertainty about the future where an uncertainty regarding the ongoing struggle for recognition appears.

<p>Although many studies have been conducted on second language acquisition and bilingual education, little is known about the role of language in the formation of identity by adolescent immigrants in the language classroom. More specifically, this study aims to investigate the use of code-switching by immigrant and refugee students learning Swedish and English in a high school preparatory program. Furthermore, this study investigates the relationship between students’ and teachers’ attitudes towards code-switching and language as a resource, and theories on language as a marker of identity. Quantitative collection of data and qualitative interviews reveal tensions between the ways in which teachers and students relate to code-switching and bilingualism. This study concludes that language in general, and code-switching in particular, can be used by students as a marker of identity. It further concludes that teachers to some extent discourage the use of code-switching, and thereby undermine the students’ possibilities in forming multicultural identities.</p>

<p>In the 60’s and 70’s a large group of Yugoslav migrants came to Sweden in search for jobs. These people mostly belonged to the generation born after the Second World War, a generation brought up in the official discourse of “Brotherhood and Unity”. A discourse downplaying ethnic differences in favour of a national identification. With the break-up of Yugoslavia in the early 1990’s their Yugoslav national identity was beginning to be contested. The Serb migrants had to redefine themselves due to the changing situation and to replace or redefine their Yugoslav identities. This paper presents a case study for three individuals in this group and how they defined themselves before the break-up and how they handled the break-up. It presents how they today look upon Yugoslavia and how that place has changed meaning in their everyday narratives. The question I try to answer is whether someone can call himself Yugoslav when Yugoslavia no longer exists, and how the image of Yugoslavia has changed due to the break-up. I show that the image of Yugoslavia is still very much alive but this image has turned from a place in physical space to a place in their narratives, close to Foucault’s definition of a Utopian place. A place in their minds, perfected in form. They still call themselves Yugoslavs, if the social context allows that, they still use the term to relate to their origin and in discussions of place.</p>

<p>Three different factors are thought to be involved in the increased segregation in Stockholm: the living segregation, scientific and political dissonances and the social economical factor. Many segregated areas have many inhabitants with foreign background. Schools in these areas have a higher number of students with lower grades compared to other schools with higher number of students that are ethnical Swedes. Jordbromalmsskolan is a school in Haninge kommun that is one of the seven schools in Stockholms suburbs where students graduate with the lowest grades. The school is suffering from a very bad reputation because of many problems like fights between students and lack of resources like purchase stop. The aim with this report is to find out what students believe is difficult with the schoolwork and thereby find the causes for why there is such a high number of student with low grades in Jordbro compared to other areas in Stockholm. Student’s thoughts and outlooks about Jordbromalmsskolans bad reputation will also be a focus through interviews with eight students, four student from class 8C and fours students from class 9C.</p><p>Results from the examinations showed that many students found it difficult to concentrate during class-time. Many students also found that they had lack in knowledge in the Swedish language which affected difficulties in reading and understanding of schoolbooks. Too many homework and tests is another factor that students think complicate there schoolwork.</p><p>Social studies and Science are the two subjects that majority of the students thought were the most difficult ones because of the difficult language and terms used in the literature. When it came to Jordbromalmsskolans bad reputation all the students disagree. No student that was interviewed wanted to change school and majority of the student’s get on well with their friends and teachers. The students believe that the schools bad reputation mostly depend on that the school has a high number of students with foreign backgrounds which has contributed to that many students finish school with low grades, one factor to this problem is believed to be the lacking knowledge in insecurity of the Swedish language.</p>

No description available.

Three different factors are thought to be involved in the increased segregation in Stockholm: the living segregation, scientific and political dissonances and the social economical factor. Many segregated areas have many inhabitants with foreign background. Schools in these areas have a higher number of students with lower grades compared to other schools with higher number of students that are ethnical Swedes. Jordbromalmsskolan is a school in Haninge kommun that is one of the seven schools in Stockholms suburbs where students graduate with the lowest grades. The school is suffering from a very bad reputation because of many problems like fights between students and lack of resources like purchase stop. The aim with this report is to find out what students believe is difficult with the schoolwork and thereby find the causes for why there is such a high number of student with low grades in Jordbro compared to other areas in Stockholm. Student’s thoughts and outlooks about Jordbromalmsskolans bad reputation will also be a focus through interviews with eight students, four student from class 8C and fours students from class 9C. Results from the examinations showed that many students found it difficult to concentrate during class-time. Many students also found that they had lack in knowledge in the Swedish language which affected difficulties in reading and understanding of schoolbooks. Too many homework and tests is another factor that students think complicate there schoolwork. Social studies and Science are the two subjects that majority of the students thought were the most difficult ones because of the difficult language and terms used in the literature. When it came to Jordbromalmsskolans bad reputation all the students disagree. No student that was interviewed wanted to change school and majority of the student’s get on well with their friends and teachers. The students believe that the schools bad reputation mostly depend on that the school has a high number of students with foreign backgrounds which has contributed to that many students finish school with low grades, one factor to this problem is believed to be the lacking knowledge in insecurity of the Swedish language.

No description available.

The discovery of two mass graves in England in 2010 containing the remains of Scandinavian men in their prime from the Viking age against the historical backdrop of Anglo-Saxon England has elicited questions as to whether or not they were victims of ethnic cleansing. Literature studies combined with the results from the post-excavation analyses render the conclusion that the victims in the grave, most likely, were not subjected to ethnic cleansing. It is more plausible that they were Scandinavian mercenaries who were executed during an intense period where a failing England was desperately paying for its own conquest with the Danegeld. The historical documents give the impression that a nation-wide genocide against Danes took place, however the archaeological material and analyses do not fully support this scenario. / Mot bakgrunden av den anglosaxiska perioden i England har upptäckten 2010 i England av två massgravar innehållande kvarlevor av vikingatida skandinaviska män väckt frågor om huruvida offren var utsatta för etnisk rensning. Resultat från analyser av materialet från utgrävningarna i kombination med litteraturstudier leder till slutsatsen att individerna i graven sannolikt inte var offer för etnisk rensning. Det förefaller mer troligt att männen var legosoldater vilka avrättades under den intensiva period då det skuldtyngda England betalade stora summor danagäld till vikingarna. I de historiska källorna beskrivs hur massmord av daner ägde rum över hela landet, dock finns det inget i det arkeologiska materialet eller i analysresultaten som stöder en sådan händelseutveckling.

This study aimed at supplementing the Swedish National Agency for Education’s (Skolverket) study (2006) I enlighet med skolans värdegrund? which investigated whether textbooks in various school subjects went against the fundamental values in the curricula Lpf94 and Lpo 94. Due to this study’s supplementing intention, this study uses a similar title as Skolverket. By adding a new subject (Swedish) to Skolverket’s study, this study also strived to show how discrimination might be present in other subjects than the ones Skolverket involved in their study. More precisely, this study examined how the aspects ethnic belonging, functional limitation, gender, religion and sexual orientation (Skolverket used the same aspects in their study) are presented in a textbook for the Swedish subject in order to find out whether or not discrimination occurs. In the analysis I have used a combination of intersectionality and discourse analysis in order to understand and explain findings from the textbook.This study shows that the initial thought that discrimination occurs in more school subjects’ textbooks than the ones involved in Skolverket’s study, was valid. Many examples of differentiation between the norm “We” and the diverged “Them” were found. Moreover, people in the book were seldom presented as foster more than one of the investigated aspects (ethnic belonging, functional limitation, gender, religion and sexual orientation) leaving thebook one-dimensional and focused on normalcy.

The survey is a qualitative study that aims to investigate the ethnic housing segregation in the residential area around Malmvägen that is located in Sollentuna. Malmvägen is a millionprogramarea that’s made up of unattractive tall buildings with grey facades. The majority of the residents have foreign backgrounds and the unemployment rate is high among the youths in the area. The apartment rents on Malmvägen are low and many of the residents belong to the subclass of society. Because of limited options many families have to live crowded. There is a lot of prejudice against the area due to brawls and damage that took place in the 1990s. The fact that a new custody has been built in the area has not reduced the public prejudice. The purpose of the survey is to investigate how ethnic housing segregation affects young people and how this type of segregation can be prevented. The result shows five young adults experiences and their experiences of living in the ethnically housing segregated Malmvägen. Also, the statements given by a field recreation leader regarding the perceptions of the circumstances of the area is presented. Through all the respondents statements it was confirmed that the area is ethnically segregated and that this leads to a variety of consequences. The youths of Malmvägen fall victim to the current ethnic housing segregation and this is also corroborated by a statement that the field recreation leader made; “The youths lack a sense of not having an opportunity in life”. / Undersökningen är en kvalitativ studie som syftar till att granska den etniska boendesegregationen i bostadsområdet Malmvägen som är belägen i Sollentuna. Malmvägen är ett miljonprogramsområde som består av oattraktiva höghus med gråa fasader. Majoriteten av befolkningen har utländsk bakgrund och det råder en hög arbetslöshet bland områdets ungdomar. Hyrorna på Malmvägen är låga och många av invånarna är låginkomsttagare. På grund av begränsade valmöjligheter bor många familjer trångt. Det förekommer mycket fördomar mot området på grund av bråk och skadegörelse från 1990-talet. Att ett häkte nyligen byggts i området har inte minskat allmänhetens fördomar. Studiens syfte är att undersöka hur etnisk boendesegregation påverkar ungdomar samt hur denna typ av segregation kan förebyggas. Resultatet visar  fem unga vuxnas erfarenheter samt upplevelser av att bo i det etniskt boendesegregerade Malmvägen. Även en fältfritidsledares utsagor gällande upplevelser av omständigheterna i området presenteras. Genom samtliga respondenters utsagor bekräftades att området är etniskt segregerat samt att detta medför en rad olika konsekvenser. Malmvägens ungdomar faller offer för den rådande etniska boendesegregationen vilket styrks av fältfritidsledarens utsaga; ”Hos ungdomarna saknas en känsla av att inte ha möjlighet i livet”.