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The value of poverty: an ethnographic study of a school-community partnership

Artikel i vetenskaplig tidskrift
Författare Johannes Lunneblad
Publicerad i Ethnography and Education
Sidor 16
ISSN 1745-7823
Publiceringsår 2019
Publicerad vid Institutionen för pedagogik, kommunikation och lärande
Sidor 16
Språk en
Länkar dx.doi.org/10.1080/17457823.2019.16...
Ämnesord School-community partnership, neoliberal, education, crime, ethnography, sweden, territories, education, time
Ämneskategorier Utbildningsvetenskap

Sammanfattning

Cooperation and partnerships between schools and public organisations, private companies and non-profit organisations have become a common model as a form of governance for addressing social problems. The aim of this article is to explore the strategies used by professionals to counteract segregation at a school located in a multi-ethnic suburb, using the model of a school-community partnership. The study is based on ethnographic fieldwork and has been analysed from a sociological-narrative perspective. The results show how the partnership examined was designed to address students' low achievement. In order to change this, the officials planned to involve the local community. However, the officials were ambivalent about collaborating with partners in the local community and instead chose to collaborate with established associations and organisations located outside the local community. The school-community partnership thus became a market where private companies and non-profit organisations traded their services to the local district.

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