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Ethnicity and Gender in Textbook and Practice – Language Courses for Immigrants in Sweden
Carlson, Marie (Goteborg University (Suècia). Center for Cultural Studies)

Data: 2007
Resum: Este texto se presentó como comunicación al II Congreso Internacional de Etnografía y Educación: Migraciones y Ciudadanías. Universidad Autónoma de Barcelona, Barcelona, 5-8 Septiembre 2008.
Resum: The contribution at hand here deals with conceptions of gender, ethnicity and views of knowledge in textbooks and practice/ interaction within Swedish Language Courses for Immigrants (SFI) – adult education. Twelve Turkish course participants and some educators have been interviewed. The empirical data also consist of field notes and analysis of some widespread textbooks and diverse documents about and for the school. ?Turkish? and ?Swedish? perspectives are confronted in conversations in different contexts. A discourse analysis approach is applied within the ethnographical framework. The analysis shows how textbooks, other materials and the teaching are positioned in a grid of discursive practices (cf. Gergen 2001, Norton & Kelleen 2004, Popkewitz 1998). They altogether express and interact with dominating values, norms and ways of thinking during different periods in Swedish society. For example the values and images conveyed to the SFI-participants during some periods, almost in a spirit of upbringing, deal with becoming good workers, clients and students – and not least, good “democratic” citizens in a “Swedish” sense (cf. Carlson 2001). Anorm of “Swedish” gender equality is also evoked in the SFI-education, which both teachers and course participants reflect and act upon (cf. Wheterell & Gallois 2003). In narrating the SFI-studies, the Turkish women, relate their experiences to both “Turkish” and “Swedish” discourses about family and identity (cf. Davies & Harré 1990, Kemuma 2000, Norton 2000, Shotter 1993, Talja 1999). However within the educational institution being a SFI-student is more discussed with the concept of immigrant in Swedish culture, where the “Swedish” is a norm. Ideas are constructed of both “the Swedish” and “the others” in mutual encounters – among both course participants and educators (cf. Hall 1992, Fournier 2002, Mohanty 1991, Parati 1997, Xavier de Brito & Vasques 1998). The SFI educators embrace their visions related to the ?Swedish model? characterized by a rational Enlightenment concept with strong beliefs in modernity and secularization. By talking about the SFI-education as a "modern" practice of knowledge, the educators themselves become representatives of ?modernity? in relation to ?the others?. But the course participants are also a part of a powerful discourse of modernity – both in the present and in the past.
Drets: Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades. Creative Commons
Llengua: Anglès
Document: article ; recerca ; publishedVersion
Matèria: Gènere ; Identitat ètnica ; Llibres de text ; Gender ; Ethnicity ; Textbooks
Publicat a: EMIGRA working papers, Núm. 61 (2007) , p. 1-19, ISSN 2013-3804

19 p, 268.6 KB

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