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Shifting identity positions in the development of language education for immigrants: an analysis of discourses associated with "Swedish for immigrants'
Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.ORCID-id: 0000-0001-7937-3325
Univ Orebro, Sch Humanities Educ & Social Sci, Orebro, Sweden.
2013 (Engelska)Ingår i: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 26, nr 1, s. 68-88Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme Swedish for immigrants' over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels pertaining to language and identity emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century.

Ort, förlag, år, upplaga, sidor
2013. Vol. 26, nr 1, s. 68-88
Nyckelord [en]
language education; categorisations; immigration; identity positions; Sweden
Nationell ämneskategori
Pedagogik Studier av enskilda språk
Forskningsämne
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-13061DOI: 10.1080/07908318.2013.765889ISI: 000315691600005OAI: oai:DiVA.org:du-13061DiVA, id: diva2:651590
Tillgänglig från: 2013-09-26 Skapad: 2013-09-26 Senast uppdaterad: 2018-01-11Bibliografiskt granskad
Ingår i avhandling
1. Svenska för invandrarskap?: Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare
Öppna denna publikation i ny flik eller fönster >>Svenska för invandrarskap?: Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare
2013 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

The overall purpose of this thesis and the four independent studies it builds upon is to examine how categorizations and identity positions are constructed and negotiated in the educational program Swedish for immigrants (SFI) both historically and among participants in the program at the beginning of the 21th century. The analytical focus is on the discourses that frame the development of the SFI program with a specific interest in categorizations and identity in relation to gender, language and national belonging. The empirical material includes historical texts (curricula, commission reports, public inquiries, political propositions, laws) from 1965 to 2010, as well as approximately 95 hours of audio and video recorded data and ethnographic field notes from five SFI classrooms. The results are presented primarily in the four articles but partly also in the thesis itself.

Our analysis in the first study, that takes a sociohistorical perspective as a point of departure, indicates shifts in discourses with regards to the categories and aims of the educational program, thus, making certain identity positions more accessible than others at specific times. Using the approach of nexus analysis, the theoretical framework employed in the second study approaches language policies n terms of a dialectical elationship between policy and the learning that takes lace in the language focused classroom. Feminist and postcolonial frameworks re employed ore pecifically in the third and fourth studies. The historical nalysis presented in article three shows how the categories of “immigrant” and Swedes” ave been produced and negotiated in discourses on gender and gender quality in the SFI program since the early 1970s. The fourth study highlights he omplex relationship between gender equality and integration policies, as well as he perception of gender equality as a central part of Swedishness”, negotiated in he everyday conversations in the SFI classroom. Overall, the results illuminate he circulation of discourses both cross ime and between policy and classrooms. oreover, it contributes to a critical discussion about the intersection of language, ender and national elonging in the negotiation of boundaries between insiders and outsiders in Swedish society.

Ort, förlag, år, upplaga, sidor
Örebro: Örebro universitet, 2013. s. 201
Serie
Örebro Studies in Education, ISSN 1404-9570 ; 38
Nyckelord
´Swedish for immigrants, SFI, language education, language policy, categorizations, identity, second language learning, immigrantness, intersectionality
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-13347 (URN)978-91-7668-934-9 (ISBN)
Disputation
2013-05-31, Föreläsningssal 5, Högskolan Dalarna, Falun, 13:00 (Svenska)
Opponent
Handledare
Tillgänglig från: 2013-11-28 Skapad: 2013-11-27 Senast uppdaterad: 2017-12-14Bibliografiskt granskad

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