This qualitative essay has been performed on the secondary school Klaraskolan in Halmstad. The school has two defined groups that derive from two separate, different and homogenous schools. The aim of the essay is to identify the pupil’s experiences, thoughts and opinions about the social environment on Klaraskolan in relation to their different backgrounds. The primary focus for the essay is to examine differences between the groups that contribute to an internally segregated school. Conclusions will be made from how the power is distributed between the groups and how that affects the social cohesion. The main theory for the essay is Pierre Bourdieus field theory with two supportive theories which is Michel Foucaults conceptof disciplinary power and Ove Sernhedes concept of territorial stigmatization. The empiricism is collected by two group interviews, four individual interviews and three observations. The result proved that there are significant differences in how the pupil’s experienced their schooling, how they chose to interact with their friends and how they experience their treatment by their teachers and surroundings. The conclusions made by this was that language and residential area is of big importance regarding how they defined themselves and how they interpreted the opposite group. Regarding power between the two groups they dominated different social spaces at school. These conclusions combined generated the final conclusion that Klaraskolan can be defined as an internally segregated school.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hh-42492 |
| Date | January 2020 |
| Creators | Andersson, Bertil, Svedlind, Jesper |
| Publisher | Högskolan i Halmstad, Akademin för hälsa och välfärd, Högskolan i Halmstad, Akademin för hälsa och välfärd |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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