Non-challenging education and teacher control as factors for marginalization of students in diverse settings
Keywords:
Challenging Education, Immigrant Students, Diverse Settings, Teacher Attitudes, DeficienciesAbstract
This article discusses teachers’ attitudes towards immigrant students in poor settings and the
effect these attitudes have on organization of education on classroom level. It draws on results
from two ethnographic studies where some primary school classes in Sweden were followed
with participant observation and interviews as main research methods. The article focuses on
classroom activities and teachers’ attitudes towards immigrant students and students with low
socio-economic status. In the article is argued for the importance of presenting students in poor
settings with demanding tasks and challenging education. In these cases, intellectually
undemanding tasks in combination with little room for students’ own initiatives resulted in low
enthusiasm among students regarding schoolwork and accordingly low learning, while
classroom work that demanded active involvement by students in combination with high level of
students’ influence on what took place in classrooms resulted in high level of students’
engagement and high outcome.
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References
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classroom) Pedagogisk forskning i Sverige, 13(4), 241-256.
Author, (2010a). A restricted curriculum for second language learners. A self-fulfilling teacher
strategy? Language and Education, 24(3), 171-184.
Author, (2010b). Narration in Pre- and Primary School. A resource for language development
and multilingualism. Language, Culture and Curriculum, 23(3), 219-233.
Author, (2011). Utveckling av tal och skriftspråk hos andraspråkselever i skolans tidigare år.
(Development of oral and written language in second language students in primary school)
Didaktisk tidskrift, 20(2), 95-118.
Baker, C. (2006). Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual
Matters.
Cummins, J. (1984). Bilingualism and Special Education. Issues in assessment and pedagogy.
Clevedon: Multilingual Matters.
Cummins, J. (1996). Negotiating Identities. Education for empowerment in a diverse society.
Ontario: California Association for Bilingual Education.
Cummins, J. (2000). Language, Power and Pedagogy. Bilingual children in the crossfire.
Clevedon: Multilingual Matters Ltd.
Cummins, J. & Early, M. (2011). Identity Texts. The Collaborative Creation of Power in
Multilingual Schools. London: Institute of Educational Press.
Gibbons, P. (1998). Classroom talk and the learning of new registers in a second language.
Language and Education, 12(2), 99-118.
Gibbons, P. (2006). Bridging discourses in the ESL classroom. Students, teachers and
researchers. London: Continuum.
Gibbons, P. (2008). “It was taught good and I learned a lot”. Intellectual practices and ESL
learners in the middle years. Australian Journal of Language and Literacy, 31(2), 155-173.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and
Education, 5 (344), 93-116.
Hammond, J. (2006). High challenge, high support. Integrating language and content instruction
for diverse learners in an English literature classroom. Journal of English for Academic
Purposes, 5, 269-283.
Hammond, J. (2008). Intellectual challenge and ESL students. Implications of quality teaching
initiatives. Australian Journal of Language and Literacy, 31(2), 128-154.
Johnston, K. & D. Hayes, (2008). “This is as good as it gets”: Classroom lessons and learning in
challenging circumstances. Australian Journal of Language and Literacy, 31(2), 109-127.
Knapp, M., P. Shields, & B. Turnball, (1995). Academic challenge in high poverty classrooms.
Phi Delta Kappan, 76, 770-776.
Lahdenperä, P. 1997. Invandrarbakgrund eller skolsvårigheter. En textanalytisk studie av
åtgärdsprogram för elever med invandrarbakgrund. PhD Diss. Stockholm: H L S förlag.
Newmann, F. M. & Associates (1988). Authentic Achievement. Restructuring schools for
intellectual quality. San Francisco: Jossey-Bass.
Parszyk, I.-M. (1999). En skola för andra. Minoritetselevers upplevelser av arbets- och livsvillkor
i skolan. PhD Diss. Stockholm: H L S förlag.
Queensland School Reform Longitudinal Study. 2001. School of education, University of
Queensland. Australia: The State of Queensland.
Runfors, A. (2003). Mångfald, motsägelser och marginaliseringar: En studie av hur
invandrarskap formas i skolan. Stockholm: Prisma.
Schechter, S. & Cummins, J. (2003). (Eds.) Multilingual Education in Practice. Using Diversity
as a resource. Portsmouth, NH: Heinemann.
Schleppegrell, M. (2004). The Language of Schooling. London: Lawrence Erlbaum.
Skolverket (2009). [Retrieved June 16, 2009]. Available at
http://www.Skolverket.se/statistik/grundskolan/betyg och prov
Thomas, W. & V. Collier, (1997). School Effectiveness for Language Minority Students. NCBE
Resource Collection Series, No. 9, George Washington University.
http://www.ncbe.gwu.edu/ncbepubs/resource/effectiveness
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Published
2017-08-04
How to Cite
Wedin, A. (2017). Non-challenging education and teacher control as factors for marginalization of students in diverse settings. International Electronic Journal of Elementary Education, 6(2), 275–294. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/45
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