The Northern European Band: A Swedish school in Africa - An ethnographic study

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2021-12-22 DOI:10.1080/17457823.2021.2015609

Peter Erlandson, Mattias Bengtsson Lau

引用次数: 0

Abstract

ABSTRACT All over the world, there are schools that represent a different educational system and a different curriculum than the country these schools are situated in. Swedish Schools in turn are located in different parts of the world. The main purpose of this study is to describe and analyse some aspects of the social life at one of these schools, as well as some aspects of the relationship between the cultural life at the school and surrounding African environment. The school serves as a protected oasis where children can feel at home and cultivate new acquaintances in a small and safe environment. But the Swedish school also becomes the cultural hub for containing the Swedish teachers’ and parents’ value-system and identities, leaving them pretty much unaltered. Despite the end of formal colonial structures, the West still dominates and controls its former colonies discursively as well as economically and politically.

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北欧乐队：一所位于非洲的瑞典学校——民族志研究

摘要在世界各地，有些学校代表着不同的教育体系和不同的课程，而瑞典的学校则分布在世界的不同地区。本研究的主要目的是描述和分析其中一所学校社会生活的某些方面，以及学校文化生活与周围非洲环境之间关系的某些方面。学校是一片受保护的绿洲，孩子们可以在这里感到宾至如归，并在一个小而安全的环境中培养新的熟人。但瑞典学校也成为了容纳瑞典教师和家长价值体系和身份的文化中心，使他们几乎没有改变。尽管正式的殖民结构已经结束，但西方仍然在话语以及经济和政治上主导和控制着其前殖民地。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.