Den accepterade anpassningen
Hur tolv barn tillhörande etniska minoritetsgrupper upplever sin vardag i skolan
KALMAR UNIVERSITYDepartment of Health andBehavioural Sciences.Education of Social Work 21-40 p.C-essay, 10 p.Title: The Accepted Adjustment ? How Twelve Children Belonging to Ethnic Minority Groups Experiences Everyday Life in School.Authors: Kristin Lundin & Karin SwartlingSupervisor: Jesper AndreassonExaminer: Ulf DruggeABSTRACTThe aim of this C-essay, using a qualitative method and from a child prospective, explore how children belonging to ethnic minority groups participating in the Swedish education system at an intermediate level, experience everyday life at school and the interactions with their teachers. We have interviewed twelve children between the age of eleven and thirteen years old. The children have either immigrated (adopted children are included) or are born in Sweden but have at least one parent who has immigrated.The outcome from our study is that immigrant children have a positive experience of their daily life in school and in their interactions with their teachers. The majority of children state that they view their teachers as good educationalists. The conclusion drawn is that the majority of immigrant children have conformed and integrated into the Swedish majority culture which exists in school: without questioning the cultural hegemony which we claim exist. Immigrant children appear to have conformed to the prevailing Swedish majority and accepting it as fact during school hours, whilst reserving their traditional cultural practices and customs for the home. Our interpretation is that this is the main factor responsible for the fact immigrant children seem to be content despite examples presented of situations that generate dissatisfaction.Keywords: Children, School, Teachers, Culture, Ethnicity, Hegemony.