<p>The purpose of this qualitative research study is to examine if and how the teachers from a multicultural International School work with intercultural pedagogy. The school in question isprofiled and consists of both Swedish- and English classes. The study examines if and how the teachers related to the great variety of cultures and created opportunities for integration between the students and handling with values at school. It is important to be aware as a teacher to be able to take an active part in working towards a school that gives possibilities for different cultures to meet. If this is neglected, it may increase the risk of problems and cultural clashes between the students. The questions in issue used for this study are: How do the teachers work with the great variety of cultures in the school? Does an active cultural meeting take place between the different cultures and ethnicities in the different classes in order to make a social/democratic/equal place of meeting that the school should represent? How do they work with the central values at Narsby International School?</p><p>The method used for this study was partly structured interviews that consist of an interview guide as a base in order to be able to get near the reason for this study and the questions at issue. Two teachers from the Swedish classes and two teachers from the English classes participated in the interviews. The goal was to bring out their thoughts around integration and the values at the school.</p><p>The results showed that the teachers had different approaches concerning what to procure for their students. They had different views on the idea of integration and how to use it the school environment and how to handle the diversity in school based on cultural. Another interesting result was that the school according to three of the teachers had encountered problems and groupings between the students and also the staffing because of the profile. The society usually believes that the segregation only can be found among immigrant- and Swedish groups with different cultures. This study shows how segregation and groupings can also appear between two different groups of immigrant backgrounds on a multicultural school, which is often neglected.</p>

<p>Abstract</p><p>The purpose of my study is to describe what view teachers, which are working with autistic children, have about how the individual autistic child will have a good schooling? If children with autism should be integrated or segregated. I also want to find out how ”a school for all” shall be worked out to fit children with autism. To reach my purpose I’ve chosen to use a qualitative method and to hand out questionnaire to three teachers which are working in a training school.</p><p>To get a background to this study I’ve presented what researchers have to say about this subject. In the literature study is information about what autism is, what the researchers think about integration and segregation and finally what our control document is saying about the subject. Autism is a connection and communication disability that influences the whole development and it shows before the age of three.</p><p>The results that I’ve found are a little different from what the literature is saying. The literature are more negative to the integration then what the teachers on the training school are. Integration of children whit autism is difficult because the disability differs from child to child. In many cases it is good because the children with autism are learning to be social together with other children.</p> / <p>Sammanfattning</p><p>Syftet med min studie är att beskriva vilken syn pedagoger, som arbetar med autistiska barn, har på hur det individuella autistiska barnet ska få en bra skolgång? Om barn med autism ska integreras eller segregeras? Vidare ville jag också ta reda på hur ”en skola för alla” ska se ut för att passa barn med autism. För att nå mitt syfte har jag valt att använda mig av en kvalitativ metod. Jag valde att lämna ut frågeformulär till tre pedagoger som arbetar på en träningsskola.</p><p>För att få en bakgrundsbild har jag tagit upp vad forskarna säger om just detta ämne. I litteraturgenomgången finns information om vad autism är, vad forskarna anser om integrering eller segregering och slutligen vad våra styrdokument säger. Autism är ett kontakt- och kommunikationshandikapp som påverkar hela utvecklingen och visar sig före 3 års ålder.</p><p>Resultatet som jag har kommit fram till skiljer sig lite ifrån vad litteraturen säger. Litteraturen är mer negativ till integrering än vad pedagogerna på träningsskolan är. Integrering av barn med autism är svårt eftersom handikappet är så brett men i många fall är bra, barnen med autism lär sig social samvaro med andra barn.</p>

<p>The thesis is an ethnographic study of children’s identity work and social geographies in the schools and neighbourhoods of a Swedish suburb. The aim of the reported research is to study children’s agency and their narratives of different places. The findings show how identity work can be understood from the viewpoint of children as social agents taking part in reconstructing their own social geographies. It is the social aspect of the identity work that is the focus here and how it is a relational process constructed in interaction in different contexts. In the analyses, the children’s agency and narratives, such as interviews, maps and photographs, are seen as identity performances.</p><p>The findings show how identity work is situated. Identity work takes place in places that invite participation in various activities but these places are also constructed by the children and their identity work. The construction of <i>us</i> and <i>them</i> is a continuous process whereby the children (re)construct both structural conditions and conditions of a more local character. The children construct both shared and segregated places in the school yard, while performing as “us-in-the-school class”, “best friends” or “football player”, as well as more traditional categories such as age, ethnicity, gender and social class. The results also show the close relation between school and neighbourhood, and how segregation between two neighbourhoods in the suburb increased because of school choice. Children from middle-class areas took part in reconstructing the multiethnic neighbourhood as a no-go area and one of the schools as a no-go school. In the narratives of their neighbourhood, the children used community discourses when making identity claims such as “rich Swedish kids from Tallvik”. Thus, segregation and identity work are intimately connected when children construct an <i>us, </i>in close relation with some and distanced to others at the same time. </p>

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 123-134).

This Cultural Studies dissertation comes from extended research on three East Tennessee school districts as they attempted to integrate after the Supreme Court mandated an end to segregation in the United States. The study focuses on the experiences of former students of Austin High School, the segregated black school on the eastern edge of Knoxville, Tennessee. From looking at their schooling experiences in the context of the area's failed attempts to integrate, I address the myriad ways these participants and white citizens took up the term community to advance or block integration efforts. Community, I argue from this research, is a socially constructed discourse situated in a specific context of power that can simultaneously empower and oppress targeted groups in its creation. This study that centers on the stories of alumni of Austin High shows the negotiation of local power as defined through the efforts to maintain geographically separate spaces for each race in their schools and neighborhoods. In my research, I developed a methodology called historical ethnography to address these questions. By employing a historical ethnographic approach, I attempted to show that the history of education must take into account that schooling is not an experience lived and remembered, but one that is continually relived in every act of remembering. Therefore, it is not a standard historical account of a segregated school. It is an interdisciplinary exploration of how power can be recreated in schools through claims to community and how my participants engaged that power still in recounting their own school experiences.

This problem was selected as a subject for research in connection with an effort to determine the extent and nature of the effect of social classes on the town and community of Clinton, Tennessee. It was assumed that social classes do have an effect on the community, and that the influences exerted upon the town and community because of pressure of social classes were significant and noticeable to one who puts forth the effort to make a study and an analysis of the situation. It was also assumed that these influences have a direct bearing on the life of the people in the community, and that the effect of such influences was usually unnoticed by most of the people.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 54-58).

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 104-113).

Clusters are aggregates of a finite number of atoms or molecules. In the present work, free clusters out of metallic parent materials have been created and studied by synchrotron radiation-based photoelectron spectroscopy. The clusters have been formed and studied in a beam and the electronic structure of the clusters has been investigated. Conclusions have been drawn about the spatial distribution of atoms of different elements in bi-component clusters, about the development of metallicity in small clusters, and about the excitation of plasmons. Bi-component alloy clusters of sodium and potassium and of copper and silver have been produced. The site-sensitivity of the photoelectron spectroscopy technique has allowed us to probe the geometric distribution of the atoms of the constituent elements by comparing the responses from the bulk and surface of the clusters. In both cases, we have found evidence for a surface-segregated structure, with the element with the largest atoms and lowest cohesive energy (potassium and silver, correspondingly) dominating the surface and with a mixed bulk. Small clusters of tin and lead have been probed to investigate the development of metallicity. The difference in screening efficiency between metals and non-metals has been utilized to determine in what size range an aggregate of atoms of these metallic parent materials stops to be metallic. For tin this has been found to occur below ~40 atoms while for lead it happened somewhere below 20-30 atoms. The excitation of bulk and surface plasmons has been studied in clusters of sodium, potassium, magnesium and aluminium, with radii in the nanometer range. The excitation energies have been found to be close to those of the corresponding macroscopic solids. We have also observed spectral features corresponding to multi-quantum plasmon excitation in clusters of Na and K. Such features have in macroscopic solids been interpreted as due to harmonic plasmon excitation. Our observations of features corresponding to the excitation of one bulk and one surface plasmon however suggest the presence of sequential excitation in clusters.

The thesis is an ethnographic study of children’s identity work and social geographies in the schools and neighbourhoods of a Swedish suburb. The aim of the reported research is to study children’s agency and their narratives of different places. The findings show how identity work can be understood from the viewpoint of children as social agents taking part in reconstructing their own social geographies. It is the social aspect of the identity work that is the focus here and how it is a relational process constructed in interaction in different contexts. In the analyses, the children’s agency and narratives, such as interviews, maps and photographs, are seen as identity performances. The findings show how identity work is situated. Identity work takes place in places that invite participation in various activities but these places are also constructed by the children and their identity work. The construction of us and them is a continuous process whereby the children (re)construct both structural conditions and conditions of a more local character. The children construct both shared and segregated places in the school yard, while performing as “us-in-the-school class”, “best friends” or “football player”, as well as more traditional categories such as age, ethnicity, gender and social class. The results also show the close relation between school and neighbourhood, and how segregation between two neighbourhoods in the suburb increased because of school choice. Children from middle-class areas took part in reconstructing the multiethnic neighbourhood as a no-go area and one of the schools as a no-go school. In the narratives of their neighbourhood, the children used community discourses when making identity claims such as “rich Swedish kids from Tallvik”. Thus, segregation and identity work are intimately connected when children construct an us, in close relation with some and distanced to others at the same time.