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Schwartz, Anneli
Alternative names
Publications (10 of 10) Show all publications
Persson, E. & Schwartz, A. (2017). Följeforskningsrapport för samarbetsprojektet Modern skola och förskola på vetenskaplig grund, i Marks kommun..
Open this publication in new window or tab >>Följeforskningsrapport för samarbetsprojektet Modern skola och förskola på vetenskaplig grund, i Marks kommun.
2017 (Swedish)Report (Other academic)
Publisher
p. 26
Keywords
inkludering, lärmiljö
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13308 (URN)
Available from: 2018-01-03 Created: 2018-01-03 Last updated: 2018-01-03Bibliographically approved
Beach, D., Dovemark, M., Schwartz, A. & Öhrn, E. (2013). Complexities and Contradictions of Educational Inclusion: A Meta-Ethnographic Analysis. Nordic Studies in Education, 33(4), 254-268
Open this publication in new window or tab >>Complexities and Contradictions of Educational Inclusion: A Meta-Ethnographic Analysis
2013 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 33, no 4, p. 254-268Article in journal (Refereed) Published
Abstract [en]

Recent socio-economic changes, developments in school policy, and increased migration have added new dimensions to debates about educational inequalities. They concern one of the major challenges facing Sweden today, which is to offer all its students an equal education. What we know so far is that growing up in a disadvantaged neighbourhood with high rates of poverty, joblessness, and single parenthood are often used to explain lower levels of schooling, but that their mechanisms and interactions are not well understood. This is the focus of the present article. In it we use meta-ethnography to explore expressions about the education experiences of youths from suburban areas with high levels of unemployment and migration and educational performances lower than the national average to try to cast further light on these problems. We suggest that the common arguments used to account for the problem of school performance are strongly correlated with proficiency in the language of instruction and socio-economic conditions, but that these factors cannot account for the full extent of the problem. What it means to live within specific multicultural urban contexts is important as is the segregation and media representation of these areas and those who live in them.

Place, publisher, year, edition, pages
Universitetsförlaget AS, 2013
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1703 (URN)2320/13109 (Local ID)2320/13109 (Archive number)2320/13109 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-11-23Bibliographically approved
Dovemark, M., Beach, D., Schwartz, A. & Öhrn, E. (2013). Complexities and Contradictions of Educational Inclusion and Economically Depressed Suburbs: Results from a Meta-Ethnographic Analysis. In: : . Paper presented at Paper presented at the ECER conference in Istanbul, Sept 10-14.
Open this publication in new window or tab >>Complexities and Contradictions of Educational Inclusion and Economically Depressed Suburbs: Results from a Meta-Ethnographic Analysis
2013 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7109 (URN)2320/13116 (Local ID)2320/13116 (Archive number)2320/13116 (OAI)
Conference
Paper presented at the ECER conference in Istanbul, Sept 10-14
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-02-16Bibliographically approved
Schwartz, A. (2013). Pedagogik, plats och prestationer: en etnografisk studie om en skola i förorten. (Doctoral dissertation). Göteborgs universitet
Open this publication in new window or tab >>Pedagogik, plats och prestationer: en etnografisk studie om en skola i förorten
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Pedagogy, place and performance : an ethnographic study about a school in a multicultural suburb
Abstract [en]

This thesis is part of a Swedish Research Council financed project called The School and its Surroundings (Omvärlden och skolan: Vetenskapsrådet, 2005-3440) and is based on a thorough examination of the pedagogical practices that took place in a particular school in a multicultural suburb. A main aim was to analyse these practices and the pupils’ responses to them in relation to descriptions of the school and its needs, attainments and difficulties as provided by the pupils, teachers and others,including the media. The pedagogical practices of the school are based on a particular kind of pedagogy, called Monroe pedagogy. This pedagogy is characterised by strong leadership and places high expectations on pupils. Using ethnographic data, obtained from fieldwork and interviews, and an analysis informed by Bernstein’s theoretical concepts the thesis provides an analysis of the regulation of social interaction in the school and the pupils’ experiences and appreciations of this regulation. As a pedagogical discourse Monroe pedagogy exhibits principles of strong classification and framing (Bernstein, 2003). The thesis is composed of four articles and a kappa. Article one, “Bracketing” backgrounds for an effective school, describes Monroe pedagogy in relation to the school day and pupils’ results. Article two, Pupils’ responses to a saviour pedagogy: An ethnographic study, elaborates on the feedback that pupils at the studied school provide on their education. Article three, The significance of place and pedagogy in an urban multicultural school in Sweden, examines how the location of the school in a ‘multicultural suburb’ is used to attribute deficiencies to pupils and the need for strong leadership and a visible pedagogy. Article four, Complexities and contradictions of educational inclusion: a meta-ethnographic analysis, describes the importance of place for educational expectations and performances in relation to the stigmatisation of the suburban reach and its residents. Collectively the articles depict, principally through an analysis of pupils’ responses, how Riverdale School sells a success concept, based on orderliness, motivation, responsibility and hard work, and how the staff and pupils at the school identify with and believe in this concept. The articles also demonstrate how the pedagogy in use actually fails to become a saviour discourse in practice, as promised, but instead strengthens exclusion and maintains the image of a failing pupil who will be saved from, her-his background and her-his place of residence.

Place, publisher, year, edition, pages
Göteborgs universitet, 2013
Series
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 340
Keywords
pedagogy, response, segregation, pupils, ethnography, Bernstein
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-3657 (URN)2320/12533 (Local ID)978-91-7346-760-5 (ISBN)978-91-7346-759-9 (ISBN)2320/12533 (Archive number)2320/12533 (OAI)
Note

AKADEMISK AVHANDLING som med tillstånd av utbildningsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete framläggs till offentlig granskning fredagen den 6 september, klockan 13.00, M 404, Sandgärdet, Högskolan i Borås.

Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2016-08-19Bibliographically approved
Beach, D., Dovemark, M., Schwartz, A. & Öhrn, E. (2012). Ethnographic studies of education inclusion and marginalisation in multi-ethnic, multi-racial suburbs: teacher and pupil perspectives. In: : . Paper presented at Paper presented at the 2012 Nera congress, Århus University, Copenhagen March 8-10.
Open this publication in new window or tab >>Ethnographic studies of education inclusion and marginalisation in multi-ethnic, multi-racial suburbs: teacher and pupil perspectives
2012 (English)Conference paper, Published paper (Refereed)
Keywords
ethnography, education, inclusion, perspective
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-6810 (URN)2320/11306 (Local ID)2320/11306 (Archive number)2320/11306 (OAI)
Conference
Paper presented at the 2012 Nera congress, Århus University, Copenhagen March 8-10
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-02-09Bibliographically approved
Schwartz, A. & Öhrn, E. (2012). Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education. In: W Pink (Ed.), Schools and marginalized youth: an international perspective: (pp. 173-195). New York: Hampton Press
Open this publication in new window or tab >>Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education
2012 (English)In: Schools and marginalized youth: an international perspective / [ed] W Pink, New York: Hampton Press , 2012, p. 173-195Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Hampton Press, 2012
Keywords
solidarity, classification, swedish secondary education
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5083 (URN)2320/11299 (Local ID)2320/11299 (Archive number)2320/11299 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2018-02-04Bibliographically approved
Beach, D., Angervall, P., Dovemark, M., Gustafsson, J., Schwartz, A. & Öhrn, E. (2012). The impact of political changes in the Swedish education system. In: : . Paper presented at Paper presented at AARE, Sydney, Australia, 2-6 December.
Open this publication in new window or tab >>The impact of political changes in the Swedish education system
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2012 (English)Conference paper, Published paper (Refereed)
National Category
Social Sciences Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-6970 (URN)2320/11947 (Local ID)2320/11947 (Archive number)2320/11947 (OAI)
Conference
Paper presented at AARE, Sydney, Australia, 2-6 December
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-01-26Bibliographically approved
Schwartz, A. & Öhrn, E. (2011). Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education. In: W Pink (Ed.), Schools and marginalized youth: an international perspective: . Cresshill, NJ: Hampton Press
Open this publication in new window or tab >>Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education
2011 (English)In: Schools and marginalized youth: an international perspective / [ed] W Pink, Cresshill, NJ: Hampton Press , 2011Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cresshill, NJ: Hampton Press, 2011
National Category
Other Social Sciences Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5030 (URN)2320/10306 (Local ID)9781612890692 (ISBN)2320/10306 (Archive number)2320/10306 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2018-02-04Bibliographically approved
Schwartz, A. (2010). Att "nollställa bakgrunder" för en effektiv skola. Utbildning och Demokrati, 19(1), 45-62
Open this publication in new window or tab >>Att "nollställa bakgrunder" för en effektiv skola
2010 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 1, p. 45-62Article in journal (Refereed) Published
Abstract [sv]

Förortens ungdomar beskrivs ofta i media som problemtyngda och lågpresterande (Alinia 2006, Sernhede 2009, Bäckman 2009). Skolverkets undersökningar (2001, 2003) bekräftar denna bild. Den svenske utbildningssociologen Nihad Bunar betonar att detta inte beror på att lärarna är sämre eller att eleverna är mindre begåvade. Det handlar snarare om att de unga i utsatta förorter ”drabbas av det socialt, etniskt och symboliskt polariserade urbana rummets effekter” (2005, s 76).

I det offentliga skolsystemet finns exempel på olika sätt att hantera de skolproblem som finns i de multietniska förorterna. Det av Vetenskapsrådet finansierade projektet Omvärlden i Skolan är ett försök att analysera några sådana lösningar i två skolor i två olika förorter till en svensk större stad. Följande artikel bygger på analyser av intervjuer och fältanteckningar från en etnografisk studie som genomfördes under 12 månader vid en av skolorna. Studien genomfördes främst i två olika klasser, årskurs 8 och 9.

Den etnografiska studie jag har utfört har följt riktlinjer för det som kallas kritisk etnografi. Teoretiskt stöd för ansatsen finns i kritisk teori från 1930-talet och den i USA-exil verkande Frankfurtskolan, med företrädare som Herbert Marcuse, Theodor Adorno, Max Horkheimer, Walter Benjamin, och senare Jürgen Habermas. Medan traditionell etnografi tenderar att betona forskarens roll som neutral och distanserad så manar kritisk etnografi till involvering och har ett förändringssyfte. Med andra ord så studerar konventionella etnografer kultur för att beskriva den, medan kritiska etnografer avser att bidra till att förändra den rådande kulturen i grunden (Thomas 1993, s 4).

Den skola som diskuteras i denna artikel, Älvdalsskolan, är en 1–9 skola som är lokaliserad i ett mångkulturellt område i ett av det polariserade urbana rummets mest stigmatiserade områden. Trots skolans rumsliga belägenhet har den lyckats skapa en berättelse om sig själv som gett dess rektorer plats såväl i pressen som i TV-soffor. Reportage i rikstäckande morgontidningar och lokalpress har lyft fram skolan som det goda exemplet. Vad ligger bakom detta framgångsexempel? Skolans ledning uttrycker i en artikel att elevernas bakgrund är den samma som alla andra förortsungdomars, men att det är viktigt att inte fastna i problembilder utan snarare ”nollställa elevernas bakgrunder”. Lika centralt anser rektorn är att lyfta fram läraren och lärarrollen om man vill nå önskade resultat.

De resultat som hänvisas till handlar inte om att antalet elever som lämnar skolan med fullständiga betyg har ökat. Så är inte fallet, då skolans elever som grupp presterar likvärdigt i dag jämfört med tidigare. Däremot har strömmen av elever som lämnar skolan vänt. Det är inte längre lika många som lämnar Älvdalen för skolor i andra stadsdelar. De mätningar som regelbundet görs av Skolverket visar också att de flesta elever trivs med sin skola (http://salsa.artisan.se/ och http://siris.skolverket.se/).

På Älvdalsskolan har man koncentrerat sig på att utveckla det formella lärandet (Regeringskansliet 2006) med stöd av en speciell pedagogik, Monroepedagogik, som har implementerats med stöd av en extern aktör som vi i forskningsprojektet har valt att kalla Service Partner.

Service Partner erbjuder genom denna pedagogik en rad lösningar till skolor med problem. Monroepedagogiken skall ge en ”effektiv” väg till skolframgång genom en starkt styrd pedagogik som går ut på att rätta till pedagogiska felaktigheter, som till exempel dålig undervisning,

bristande föräldraansvar och ledaransvar (Berhanu 2003). I föreliggande studie har jag undersökt hur denna pedagogik visar sig i Älvdalsskolans skolvardag, hur elevernas respons på densamma gestaltar sig, samt hur lärare möter de kunskaper och erfarenheter som (olika) ungdomar bär med sig in i skolan.

Place, publisher, year, edition, pages
Örebro Universitet, 2010
Keywords
monroe pedagogy, strong classification and framing, critical ethnography
National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-2891 (URN)2320/7085 (Local ID)2320/7085 (Archive number)2320/7085 (OAI)
Note

Tema: förorten & skolan

Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2018-01-21Bibliographically approved
Schwartz, A. & Öhrn, E. (2009). Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education. Paper presented at Paper presented at the GEA conference in London, March 24-28, 2009. Paper presented at Paper presented at the GEA conference in London, March 24-28, 2009.
Open this publication in new window or tab >>Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education
2009 (English)Conference paper, Published paper (Refereed)
National Category
Social Anthropology Pedagogy
Identifiers
urn:nbn:se:hb:diva-6149 (URN)2320/5018 (Local ID)2320/5018 (Archive number)2320/5018 (OAI)
Conference
Paper presented at the GEA conference in London, March 24-28, 2009
Available from: 2015-12-22 Created: 2015-12-22
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