Knowledge Construction of Race, Class, Gender & Language: A critical ethnography of schooling in Sweden

Aim and Scope The primary aim of the study concerns how students in grade nine construct knowledge about race, class, gender and language, the last year in compulsory education in Sweden. Research Questions  What implicit normative assumptions about race, gender, class and language are (re)produced in the knowledge construction process?  How do norms and stereotypes contribute to disparities between social groups?  What is being done to address social jusitice issues in the process of knowledge construction?
Åsa Möller, PhD student
University of Gothenburg

Background and Theory Post-colonial, feminist and critical pedagogical theory are used in combination with sociology of education perspectives. Key Concepts Norms, stereotypes, `Othering´, silencing, pedagogy, knowledge construction Findings  Knowledge construction processes reinforce negative stereotypes of the ethnic, immigrant, urban `Other´, as well as, dominant gender stereotypes and heteronormativity.  Norms of `whiteness´, the `immigrant Other´, and male/female binary opposites are assumed rather than confronted.