A study on Children perceptions of social exclusion and the structural drivers of discrimination in Norwegian elementary schools
Bibliographic Data
| ID | 11336554 |
|---|---|
| Authors | Anabel Corral-Granados (0000-0001-8870-8844, NTNU Samfunnsforskning, corresponding author), Eli Smepla (0000-0003-3357-8135, NTNU Samfunnsforskning), Eli Smeplass, Anna Cecilia Rapp (0000-0002-6144-2756, NTNU Samfunnsforskning), Gunilla Eide Isaksen (0000-0002-8193-7406) |
| Year | 2023 |
| Volume | 154 |
| Pages | 107063 |
| Publication date | 2023-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children and Youth Services Review (JOURNAL) |
| Journal identifiers | ISSN: 0190-7409 • E-ISSN: 1873-7765 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.childyouth.2023.107063 |
| OpenAlex | W4382132923 |
| Language | EN |
| Citations received | 4 |
| References cited | 97 |
This article explores children's understanding of social exclusion within their school contexts through a critical race theoretical lens and how social exclusion and repression occur in a country whose policy is typically linked with equality and diversity. Our research was conducted in two primary schools in a big city in middle Norway, where urban segregation creates significant differences in school composition. This qualitative study research was made up of fifteen focus group interviews with 46 children from the age of 9 to 12 in two cases of two public schools, one urban and one suburban school. In terms of school demography, the Urban school was in the central part of the city, where local Norwegian origin families have been part of the same neighbourhood for years. The suburban school is located in a high-poverty area and highly segregated along racial, ethnic, and cultural aspects. As previous studies stated, there are structural inequalities in Norwegian schools, still there is a gap on the description of its consequences. This study pay attention to the voice of children and describe school discrimination, isolation and unsupported processes in both schools. This innovative study shows that children in both school contexts need additional recognition. In addition, we add that educational policies need to be revised by including aims for collaboration, coordination and capacitation of children and families in their school communities and outside the structural limits. Further, we add that local schools should be part of global communities
Disadvantaged · Ethnic group · Focus group · Geography · Inequality · Neighbourhood (mathematics · Norwegian · Perception · Political science · Poverty · Qualitative research · Social exclusion · Social inequality · Social science · Sociology · Critical Race Theory in Education · Education Discipline and Inequality · Psychology · School Choice and Performance
Mathematical exclusion as social injustice
Bilingualism as resource or obstacle? Educational tensions in contrasting Norwegian school settings
Understanding how institutional dynamics can contribute to educational inequality in Nordic cities
School segregation, residential patterns, and the role of school choice in an egalitarian system. The case of Oslo, Norway
Grounded theory in practice
The Palgrave Handbook of Race and Ethnic Inequalities in Education
Research Methods in Education
Reshaping the Nordic education model in an era of efficiency. Changes in the comprehensive school project in Denmark, Norway, and Sweden since the millennium
State Authenticity as Fit to Environment
Promoting inclusion and equity in education
Disability Critical Race Theory
Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning
Whose culture has capital?
Densification and School Segregation
Popularity, Gender, and Social Inclusion Among Girls in Ethnically Diverse Contexts in Norway
“Racist-Blind, Not Color-Blind” by Design
Multilingual islands in a monolingual sea
Social Inequality Across the Generations
The segregated city
The place of multicultural education in legal acts concerning teacher education in Norway
‘My language … I don’t know how to talk about it’
Affect, race, and white discomfort in schooling
Childhood as Social Investment, Rights and the Valuing of Education
Whiteness Isn’t about Skin Color.” Challenges to Analyzing Racial Practices in a Norwegian Context
Nordic discourses on marginalisation through education
Interviews and Focus Groups With Children
Sampling in Interview-Based Qualitative Research
Dealing with diversity, hoping for inclusion. Parents’ involvement in urban schools in Norway
Focus groups with young people
A sense of unease
Comparing focus groups and individual interviews
Schools as agents of social exclusion and inclusion
Included as excluded and excluded as included
Not integrated at all. Whatsoever’
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
Pluralistic and equitable education in the neoliberal era
Language of inclusion and diversity
Students’ physical education experiences in a multi-ethnic class
The continued importance of family sport culture for sport participation during the teenage years
Equal but different
When community becomes an agent of educational support
Capitals, ethnic identity and educational qualifications
Wrestling with problematics of whiteness in teacher education
A Norwegian perspective
Precarious participation
Where are We? Critical Race Theory in Education 20 Years Later
Group Child Interviews as a Research Tool
Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools
Culturally Relevant Pedagogy 2.0
Welcoming Parents to Their Child’s School
Perceived discrimination and well-being among unauthorized Hispanic immigrants
Social Exclusion among Peers
Does selective acculturation work? Cultural orientations, educational aspirations and school effort among children of immigrants in Norway
Spatial Integration of Immigrants in Nordic Cities
Marginality and banality in the segregated city
New differences, old explanations
We don’t do that in Germany!” A critical race theory examination of Turkish heritage young adults’ school experiences
Delegitimizing multicultural education
Becoming a “Foreigner
Qualitative Studies in Special Education
Qualitative Data Analysis
The discreet charm of the children of the bourgeoisie
Preparing Teachers for Culturally Diverse Schools
Rethinking Racism
Grounded theory research
Child participatory research methods
More than Prejudice
A Global Critical Race and Racism Framework
Maximizing Transparency in a Doctoral Thesis1
Intersectionality, Critical Race Theory, and the Primacy of Racism
Social class differences in youths' participation in organized sports
Professionalism and Parents
Where Are You From and Why Are You Here? Microaggressions, Racialization, and Mexican College Students in a New Destination
Reproduction of social inequality through housing
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |