Third Space Epistemologies: Ethnicity and Belonging in an "Immigrant"-Dominated Upper Secondary School in Norway

Autor/inn/en	Thomas, Paul; Changezi, Sofie Haug; Enstad, Martin
Titel	Third Space Epistemologies: Ethnicity and Belonging in an "Immigrant"-Dominated Upper Secondary School in Norway
Quelle	In: Improving Schools, 19 (2016) 3, S.212-228 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480216643200
Schlagwörter	Epistemology; Immigrants; Foreign Countries; Ethnic Groups; Classification; Ethnography; Statistical Analysis; Student Empowerment; Student Attitudes; Acculturation; Self Concept; Social Integration; High School Students; Norway (Oslo) + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Immigrant; Immigrantin; Immigranten; Ausland; Ethnie; Classification system; Klassifikation; Klassifikationssystem; Ethnografie; Statistische Analyse; Studienberechtigung; Schülerverhalten; Akkulturation; Selbstkonzept; Soziale Integration; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This study explores typologies of modes of ethnic boundary-making among upper secondary school students in one school in Oslo, Norway, which has witnessed a seismic shift in its uptake of students who are mainly from non-White or "immigrant" backgrounds. Wimmer's typologies of modes of boundary-making--"contraction" and "blurring"--provide a useful heuristic framework to situate our findings. We employ an ethnographic approach in teasing out the challenges posed by a reconfiguration of majority-minority relations in an increasingly fragmented educational landscape where the elasticity of a discourse of egalitarianism has come under severe strain. Our study covers roughly two and a half school terms. Four classrooms in total--three first year classes and one final year class--have constituted the locus of study (91 students in total). The study finds that the stigma of difference is transvaluated into a discourse of empowerment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01