This project studies the possibilities of participation among ethnic minority students within the frames of a special class in the Danish Elementary School. We investigate this through the practice theory of Pierre Bourdieu and his concepts of symbolic capital, habitus, field, doxa and symbolic violence. We will thus implement the research of Thomas Gitz-Johansen regarding ethnic minority students’ sorting and integration in Danish Educational Institutions. We have found that ethnicity is only ascribed a certain value in this classroom if the background of the student in question is considered in the lower end of the social scale. Through the use of symbolic violence the school attempts to maintain and reproduce its own symbolic capitals, which have their origin in Danish society and thereby the two sustain each other. We have, among other examples, seen this in our specific field through observing and interviewing students like Mahmut and Zara, who are both ethnic minority students, and whose participation changed drastically from somewhat passive to enthusiastic and active during a teaching situation in which different capitals were suddenly given positive attention.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||2 jun. 2014|