Minority girls in the Danish ”youth school” Abstract This thesis deals with young minority girls with a Muslim background and their encounter with a Danish “youth school” in a suburb of Copenhagen. The scientific aim is to examine which influence the youth school might have on this group of youngsters. Minority girls often live their lives in a state of ambivalence caused by the fact that they are part of a minority community whose norms and values might differ from the surrounding majority community (cf. Ziehe, 1991). The “youth school” represents a well-organised spare time activity offering different types of courses, e.g. Math, Danish, English and more hobby-related activities such as porcelain painting. Lessons are usually taught 3-6 hours a week. The youth school embodies a unique opportunity of learning. One of its main characteristics is the fact that everything is optional. In this context, I have followed eight minority girls from two Math classes twice a week. While being present in class, I have studied not only their process of learning, but also their process of forming identity. I have discussed this in relation to which kind of influence this might have on the girls' integration into the Danish society. My approach to the subject matter is ethnographic and thus inspired by Kirsten Hastrup, Ulla Ambrosius Madsen and James Spradley. I have dealt with the ethnographic data by using Wenger’s theory of community of practice (Wenger 2004) – Ole Dreiers theory; Learning as attendance in a social context (Dreier 2004) and Staunæs' doctorial thesis about gender, ethnicity and school life (Staunæs 2004). The girls are found in two different Math classes. Here they seek each other’s company on the basis of exterior symbols and organise themselves within two groups in which they find fellowship. I have termed the two groups ‘the girls wearing a veil’ and ‘the girls not wearing a veil’. My starting point is these two groups analysed as communities of practice (cf. Wenger 2004). Within these communities, the girls go through processes of learning in regard to Mathematics, gender culture and social learning. Moreover, the communities experience a process of forming identity in relation to gender, being part of a minority, self-perception and identity. The processes of learning and shaping identity which take place in these communities affect the girls’ integration into Danish society.
|Uddannelser||Kultur- og Sprogmødestudier, (Bachelor/kandidatuddannelse) KandidatPædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||29 maj 2007|
|Vejledere||Michael Svendsen Pedersen|