'I'll Always Have Black Hair' -- Challenging Raciolinguistic Ideologies in Finnish Schools

Autor/in	Mustonen, Sanna
Titel	'I'll Always Have Black Hair' -- Challenging Raciolinguistic Ideologies in Finnish Schools
Quelle	In: Nordic Journal of Studies in Educational Policy, 7 (2021) 3, S.159-168 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mustonen, Sanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2002-0317
DOI	10.1080/20020317.2021.2000093
Schlagwörter	Foreign Countries; Racial Bias; Language Usage; Student Diversity; Minority Group Students; Language Skills; Literacy; Ideology; Ethnicity; Educational Environment; Immigrants; Social Bias; Vocational Education; Adolescents; Young Adults; Cultural Differences; Teacher Expectations of Students; Finno Ugric Languages; Religion; Muslims; Christianity; Gender Bias; Finland; Middle East + Suchen Sie Ihr Suchwort? Ausland; Racial discrimination; Rassismus; Sprachgebrauch; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Ideologie; Ethnizität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Immigrant; Immigrantin; Immigranten; Ausbildung; Berufsbildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Kultureller Unterschied; Muslim; Muslimin; Christentum; Geschlechterstereotyp; Finnland; Vorderasien
Abstract	This article discusses raciolinguistic ideologies in the Finnish educational context. Ethnographic interviews and observational data gathered during 2015-2020 from two young males who came to Finland from the Middle-East in autumn 2015 as unaccompanied minors were analysed applying the small stories approach. The research questions were: 1) What kinds of racializing discourses are circulated, negotiated, and resisted in the participants' self- and other positionings? 2) How is valuation of their language and literacy skills and participation in education reflected in these positionings? Critical linguistic ethnography was used to identify the racializing discourses. The results indicate that structural raciolinguistic ideologies repeatedly impacted the participants' educational paths: notwithstanding their good command of Finnish they may have been judged as deficient language users, weakening their chances of equal participation in classroom interaction and access to further studies or practical training. However, outside the educational context, they may successfully deploy their multilingual repertoires for networking and entrepreneurship. While intersecting factors such as race, gender, or religion influence participation, they are treated as language issues in a politically correct but vague way. This calls for a critical discussion of how students' struggles with participation should be situated within broader structural biases. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01