'You Norwegians Think We Female Muslims Are Not Free': Enactment of Gendered Positional Identities during Transition Stages

Autor/inn/en	Roth, Solveig; Stuedahl, Dagny
Titel	'You Norwegians Think We Female Muslims Are Not Free': Enactment of Gendered Positional Identities during Transition Stages
Quelle	In: Gender and Education, 31 (2019) 6, S.756-773 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2017.1387235
Schlagwörter	Foreign Countries; Muslims; Minority Groups; Females; Social Bias; Gender Bias; Social Influences; Cultural Influences; Religious Cultural Groups; Sex Fairness; Educational Opportunities; Secondary School Students; Immigrants; Family Environment; Norway + Suchen Sie Ihr Suchwort? Ausland; Muslim; Muslimin; Ethnische Minderheit; Weibliches Geschlecht; Geschlechterstereotyp; Sozialer Einfluss; Cultural influence; Kultureinfluss; Kirchliche Gruppe; Religionszugehörigkeit; Sexualaufklärung; Bildungsangebot; Bildungschance; Sekundarschüler; Immigrant; Immigrantin; Immigranten; Familienmilieu; Norwegen
Abstract	This article describes two young Norwegian ethnic-minority girls in their efforts to involve social networks and to position themselves as learners in the transition between lower and upper secondary school. The article explores how they experience future possibilities represented by education and how they use resources in negotiating their everyday lives. We use the concept of social gendered positional identities to study how educational choices are individually and collectively formed and enacted in these girls' everyday figured worlds. The study builds on ethnographic data collected by following two classmates across multiple settings over two years. We develop biographical cases to demonstrate how cultural factors relevant to learning emerged in particular contexts. The article concludes that gendered positions and choices made in educational transitions are connected and that meta-reflections on personal identity can help students to make decisions about the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01