A culturally relevant education?
This article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixe...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | Danish |
| Published: |
Malmö University Press
2024-02-01
|
| Series: | Educare |
| Subjects: | |
| Online Access: | https://publicera.kb.se/educare/article/view/45647 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850051023280799744 |
|---|---|
| author | Simon Bauer Tommaso Milani Kerstin von Brömssen Andrea Spehar |
| author_facet | Simon Bauer Tommaso Milani Kerstin von Brömssen Andrea Spehar |
| author_sort | Simon Bauer |
| collection | DOAJ |
| description | This article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixed-method and multi-level analysis, we hone in on “values” as a discursive construction in order to see how particular principles are linked to Swedishness. Specifically, we show how values are discursively constructed on multiple levels through 1) a qualitative analysis of policy documents instrumental to the implementation of civic orientation; 2) a quantitative corpus-assisted critical discourse analysis of media articles; 3) individual interviews with 14 persons involved in organizing the civic orientation courses; and 4) ethnographic classroom observations from six such courses. Our results show how, on the one hand, Sweden is constructed as the most developed country in the world in terms of values and, on the other hand, migrants are portrayed as antithetical to such an ideal imagination. Furthermore, we show how a specific set of values – human rights and democracy – changes meaning from being universal to becoming particularized and nationalized as “Swedish”. |
| format | Article |
| id | doaj-art-e718f8f2f0b243f9a0ed2d4cb22e2ef5 |
| institution | DOAJ |
| issn | 2004-5190 |
| language | Danish |
| publishDate | 2024-02-01 |
| publisher | Malmö University Press |
| record_format | Article |
| series | Educare |
| spelling | doaj-art-e718f8f2f0b243f9a0ed2d4cb22e2ef52025-08-20T02:53:16ZdanMalmö University PressEducare2004-51902024-02-01110.24834/educare.2024.1.1089A culturally relevant education? Simon Bauer0https://orcid.org/0000-0002-7328-2112Tommaso Milani1https://orcid.org/0000-0002-7237-5501Kerstin von Brömssen2https://orcid.org/0000-0003-4008-0749Andrea Spehar3https://orcid.org/0000-0002-2770-0459University of GothenburgUniversity of GothenburgUniversity WestUniversity of GothenburgThis article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixed-method and multi-level analysis, we hone in on “values” as a discursive construction in order to see how particular principles are linked to Swedishness. Specifically, we show how values are discursively constructed on multiple levels through 1) a qualitative analysis of policy documents instrumental to the implementation of civic orientation; 2) a quantitative corpus-assisted critical discourse analysis of media articles; 3) individual interviews with 14 persons involved in organizing the civic orientation courses; and 4) ethnographic classroom observations from six such courses. Our results show how, on the one hand, Sweden is constructed as the most developed country in the world in terms of values and, on the other hand, migrants are portrayed as antithetical to such an ideal imagination. Furthermore, we show how a specific set of values – human rights and democracy – changes meaning from being universal to becoming particularized and nationalized as “Swedish”.https://publicera.kb.se/educare/article/view/45647Civic orientationCivic integrationCritical discourse analysisSwedenCulturally relevant education |
| spellingShingle | Simon Bauer Tommaso Milani Kerstin von Brömssen Andrea Spehar A culturally relevant education? Educare Civic orientation Civic integration Critical discourse analysis Sweden Culturally relevant education |
| title | A culturally relevant education? |
| title_full | A culturally relevant education? |
| title_fullStr | A culturally relevant education? |
| title_full_unstemmed | A culturally relevant education? |
| title_short | A culturally relevant education? |
| title_sort | culturally relevant education |
| topic | Civic orientation Civic integration Critical discourse analysis Sweden Culturally relevant education |
| url | https://publicera.kb.se/educare/article/view/45647 |
| work_keys_str_mv | AT simonbauer aculturallyrelevanteducation AT tommasomilani aculturallyrelevanteducation AT kerstinvonbromssen aculturallyrelevanteducation AT andreaspehar aculturallyrelevanteducation AT simonbauer culturallyrelevanteducation AT tommasomilani culturallyrelevanteducation AT kerstinvonbromssen culturallyrelevanteducation AT andreaspehar culturallyrelevanteducation |