Recognising, Naming, and Resisting Racialisation and Ethnicisation in Swedish Compulsory Schools
Bibliographic Data
| ID | 13073127 |
|---|---|
| Authors | Vanja Lozic (0000-0003-1555-6493, Malmö University, corresponding author) |
| Year | 2024 |
| Volume | 13 |
| Issue | 1 |
| Pages | 205-220 |
| Publication date | 2024-06-10 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Internacional de Educación para la Justicia Social (JOURNAL) |
| Journal identifiers | ISSN: 2254-3139 • E-ISSN: 2254-3139 |
| Publisher | Servicio de Publicaciones de la Universidad Autonoma de Madrid (PUBLISHER) |
| DOI | 10.15366/riejs2024.13.1.011 |
| OpenAlex | W4399579435 |
| Language | EN |
| Citations received | 1 |
| References cited | 23 |
Swedish schools and teachers are responsible for implementing measures that promote social justice. Based on qualitative data from observations, interviews, and student reflections and perspectives on intersectionality, the study critically analyses how students and school staff partake in ethnicised and racialised oppression of Swedish compulsory school students. The interplay between different bodies in school contexts and children’s responsive capacities to resisting oppression is of particular interest. The findings indicate that the oppression and control of body space based on ethnicity and race are often intertwined with various power structures, such as social and economic background, age, religion, and masculinity. Moreover, the majority’s silence plays a crucial role in perpetuating oppression. However, students who experience oppression have the ability to resist the coercive power of their peers and adults. The article proposes that students and school staff should enhance their ability to recognise and identify oppressive power dynamics within their local contexts. By developing these competencies, individuals can reflect on their role in perpetuating oppression, performatively open new possibilities, and learn how to take transformative action and enhance social justice
Action (physics · Ethnic group · Ethnography · Intersectionality · Masculinity · Oppression · Pedagogy · Political science · Politics · Power (physics · Power structure · Silence · Sociology · Transformative learning · Critical Race Theory in Education · Gender Roles and Identity Studies · Gender Studies · Global Education and Multiculturalism · Psychology · Social Psychology
Toward a Theory of Anti-Oppressive Education
Pedagogy of the Oppressed
On Being Included
Disarming racial microaggressions
Voces del Profesorado en Contexto de Represión y Lucha Social
Managing urban unrest
Children’s and young people’s human rights education in school
Inequalities, isolation, and intersectionality
Multicultural Urban Schools in Sweden and Their Communities
Barns perspektiv på svensk vardagsrasism
A phenomenology of whiteness
To be Non-white in a Colour-Blind Society
Orientations
What is Internalized Racial Oppression and Why Don't We Study It? Acknowledging Racism's Hidden Injuries
I Don't Want to Hear That
What Is Agency
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |