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    Birmingham Summer School 2012
    21 Ansichten1 Seite
    This study examines how ninth grade students in Sweden construct knowledge about race, class, gender, and language in their final year of compulsory education. Using post-colonial, feminist, and critical pedagogical theories, the study analyzes how knowledge construction processes reinforce negative stereotypes of ethnic and immigrant "others" as well as dominant gender stereotypes. Preliminary findings suggest norms of "whiteness," the "immigrant other," and male/female binaries go unconfronted and are assumed in the knowledge building process.

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    This study examines how ninth grade students in Sweden construct knowledge about race, class, gender, and language in their final year of compulsory education. Using post-colonial, feminist, and critical pedagogical theories, the study analyzes how knowledge construction processes reinforce negative stereotypes of ethnic and immigrant "others" as well as dominant gender stereotypes. Preliminary findings suggest norms of "whiteness," the "immigrant other," and male/female binaries go unconfronted and are assumed in the knowledge building process.

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    21 Ansichten1 Seite

    Möller Poster

    Hochgeladen von

    Birmingham Summer School 2012
    This study examines how ninth grade students in Sweden construct knowledge about race, class, gender, and language in their final year of compulsory education. Using post-colonial, feminist, and critical pedagogical theories, the study analyzes how knowledge construction processes reinforce negative stereotypes of ethnic and immigrant "others" as well as dominant gender stereotypes. Preliminary findings suggest norms of "whiteness," the "immigrant other," and male/female binaries go unconfronted and are assumed in the knowledge building process.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Als PDF, TXT herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
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    Knowledge Construction of Race, Class, Gender & Language: A critical ethnography of schooling in Sweden

    Aim and Scope The primary aim of the study concerns how students in grade nine construct knowledge about race, class, gender and language, the last year in compulsory education in Sweden. Research Questions What implicit normative assumptions about race, gender, class and language are (re)produced in the knowledge construction process? How do norms and stereotypes contribute to disparities between social groups? What is being done to address social jusitice issues in the process of knowledge construction?
    sa Mller, PhD student
    University of Gothenburg asa.moller@ped.gu.se

    Background and Theory Post-colonial, feminist and critical pedagogical theory are used in combination with sociology of education perspectives. Key Concepts Norms, stereotypes, `Othering, silencing, pedagogy, knowledge construction Findings Knowledge construction processes reinforce negative stereotypes of the ethnic, immigrant, urban `Other, as well as, dominant gender stereotypes and heteronormativity. Norms of `whiteness, the `immigrant Other, and male/female binary opposites are assumed rather than confronted.

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