'The Danes Are Rich and Live in the Villas; the Others Live in the Blocks of Flats': On the Social and Material Character of Diversity in Children's School Life in Denmark

Autor/in	Jensen, Sarah
Titel	'The Danes Are Rich and Live in the Villas; the Others Live in the Blocks of Flats': On the Social and Material Character of Diversity in Children's School Life in Denmark
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 6, S.1123-1138 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jensen, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1900620
Schlagwörter	Foreign Countries; Children; Adolescents; Ethnic Groups; School Demography; Diversity; Achievement Gap; Place of Residence; Leisure Time; Socioeconomic Status; Racial Composition; Grade 4; Grade 5; Grade 9; Student Participation; Educational Environment; Denmark + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethnie; Schulbesuchsrate; Wohnort; Freizeit; Socio-economic status; Sozioökonomischer Status; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 09; 9. Schuljahr; Schuljahr 09; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Dänemark
Abstract	In post-structurally informed research, the answer to the widely documented 'achievement gap' among ethnic minorities has been a critique of educational institutions' monocultural discourse and its exclusionary effects, thus highlighting a contingent, "discursive" conception of diversity. However, in this empirical article, 10- to 15-year-old students from two ethnically mixed schools in Denmark point to a much more concrete, social and material diversity that is laid out in terms of patterns of residence, leisure activities, and socio-economic resources at home. Over the school years, however, this social and material diversity is gradually transformed to a question of ethnicity that explains why students' opportunities for educational participation ultimately differ. From a dialectical materialist reading of Hall's concept of articulation, this article explores how this transformation is made possible in everyday school life, thus arguing that ethnic diversity is more than a contingent, discursive construction; it is closely connected to ingrained patterns of material inequity in educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01