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Collaboration and identity work: a linguistic discourse analysis of immigrant students’ presentations concerning different teachers’ roles in a school context
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lindeberga-Sjöängen Preschool, Sweden.
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Vasa Primary School, Sweden.
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. (Kriminal- och socialvetenskapligt nätverk;Institutet för kunskaps- och metodutveckling inom ungdoms- och missbruksvård (IKM);Centrum för specialpedagogisk forskning (CSF))ORCID iD: 0000-0001-6151-0934
2019 (English)In: Review of Education/Pedagogy/Cultural Studies, ISSN 1071-4413, E-ISSN 1556-3022, Vol. 41, no 1, p. 26-47Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to provide new understanding of teachers’ and immigrant students’ collaboration and identity work in a school context. Linguistic discourse analysis of immigrant student presentations of teachers’ different roles in a school context was based on empirical sequences from interviews in previously published qualitative analyses. The analysis was carried out with the help of linguistic discourse and previous research on the phenomena of ‘individual needs’, ‘dilemmas’, and ‘cooperation’. Analytical findings with the following themes are presented: (1) discursive presentation of disinterested and disrespected teachers, and (2) discursive presentation of active and strategic teachers. The discursive presentations of disinterested and disrespected teachers, and active and strategic teachers, painting a rhetorically charged picture of major challenges involved in teachers’ practical work with immigrant students. Implicit in these linguistic discursive representations is the portrayal of school teachers as both incompetent and competent actors, and students as competent actors. In this way, representations concerning school practice become a fundamental dimension in the creation and re-creation of students’ personal identities and teachers’ professional identities. Immigrant students occasionally create an interactive distance from categories upon which they depend in different ways and that are linked to the school context. Their identities are brought to the fore and preserved through both the distinction in relation to others and interactions with others (i.e., teachers, other students, and parents). The study provides an indication that recognition of identities is an important dimension for successful collaboration and learning in the school context.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019. Vol. 41, no 1, p. 26-47
Keywords [en]
social pedagogy, special pedagogy, multilinguality, recognition, inclusion, integration, language learning, newly arrived immigrant, integration, disintegration, language development, responsibility, rhetoric, representation, social construction, interaction
National Category
Pedagogy Pedagogical Work Sociology
Research subject
Education, Special Education; Sociology, Sociology Education
Identifiers
URN: urn:nbn:se:lnu:diva-85816DOI: 10.1080/10714413.2019.1623649ISI: 000481539200002OAI: oai:DiVA.org:lnu-85816DiVA, id: diva2:1329560
Available from: 2019-06-24 Created: 2019-06-24 Last updated: 2019-09-24Bibliographically approved

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Björk, KaisaDanielsson, EvaBasic, Goran
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