Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Educational inclusion and social cohesion: the diversity of contemporary pedagogy
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-8843-6196
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0001-8751-2698
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The 2019 GEM Report (Migration, displacement and education: building bridges, not walls) underscores the opportunities of ensuring that migrants have access to quality education in inclusive societies. By law, the Swedish educational system quite strongly supports immigrant education. On the other hand, problems with implementation and processes of social and discursive exclusion are major challenges that may lead to segregation and counteract educational inclusion and social cohesion. Various intercultural and linguistic approaches are developed in order to support and empower immigrant students (Cummins, 2000). The theories of Translanguaging (García, 2009) has come to dominate academic discussions, since it emphasizes social justice, inclusive teaching and the pedagogical value of engaging students' multilingual repertoires in all school subjects. In this paper, we emphasize that content area teachers have a crucial task in promoting students’ building of identity, knowledge and language. We perceive content area learning as a complex interplay between knowledge, language and identity formations. A key issue is, how to avoid processes of exclusion, and a simplified pedagogy that, despite good intentions, contribute to social injustice (Karlsson et al 2018; Nygård Larsson, 2018; Svensson Källberg, 2018). We explore the integrated building of identities, knowledges, languages and academic discourses, mainly through concepts derived from Translanguaging theories, and Karl Maton’s sociological framework Legitimation Code Theory (Maton, 2014) that underscores the complexity of knowledge-building within various school subjects. In combining these theories in un-explored ways, we attempt to find new methodologies for understanding the diversity and complexity of contemporary pedagogy in a sustainable society.

Place, publisher, year, edition, pages
2019.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-11614Local ID: 29778OAI: oai:DiVA.org:mau-11614DiVA, id: diva2:1408658
Conference
Understanding International Migration in the 21st Century : Conceptual and Methodological Approaches. 16th Annual IMISCOE Conference, Malmö, Sweden (June 26-28, 2019)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-04-26Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

https://www.imiscoe.org/2019-imiscoe-annual-conference

Authority records

Nygård Larsson, PiaKarlsson, Annika

Search in DiVA

By author/editor
Nygård Larsson, PiaKarlsson, Annika
By organisation
Department of Culture, Languages and Media (KSM)Disciplinary literacy and inclusive teaching
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 218 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf