scholarly journals Schoolscaping in the third space

2021 ◽  
Author(s):  
Åsa Wedin
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Third Space ◽  
Multiple Identities ◽  
Written Language ◽  
Upper Secondary School ◽  
Place And Space ◽  
Linguistic Resources ◽  
Upper Secondary ◽  
Control Behaviour

The aim of this paper is to trace students’ multilingualism and agency in the schoolscape of the Language Introduction Programme (LIP) in one Swedish upper secondary school. Through linguistic schoolscaping, the study contributes to a deeper understanding of LIP. The schoolscape is analysed as reconstructions of photographs of displayed images, objects, symbols, and written language on walls and elsewhere in the school area. The photographs are analysed in terms of how they orient to time, place, and space; control behaviour; and shape discourses. Through the analysis, discourses of an organized, inclusive, and tolerant society appear, that simultaneously shape a discourse of behaviour: in this school (and in Sweden) we (want to) follow (the) rules. Students’ multilingualism is nearly absent in the schoolscape, as is their agency. In line with Bhabha’s concept third space, the schoolscape may be understood as a space for Swedishness, where inclusion demands mastery of Swedish. The in-betweenness of the LIP, as a transitional programme, appears as a space to escape otherness by changing language, which is the requirement for inclusion. Thus, in this case, the signage displayed in the schoolscape does not open up spaces for identity development related to multilingualism or multiculturalism. Opening space for students as agents in the schoolscape and making their diverse linguistic resources visible would also open up a third space for negotiation of norms, through contestation, resistance, and manifestation. Thus students’ development of multiple identities would be enabled and their opportunities to be (co-)creators of their own futures widened.

scholarly journals Ideological and implementational spaces for translanguaging in the language introduction programme in Swedish Upper Secondary School

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Åsa Wedin
Keyword(s):  
Secondary School ◽  
Written Language ◽  
Upper Secondary School ◽  
Physical Separation ◽  
Linguistic Resources ◽  
Shared Spaces ◽  
Educational Environments ◽  
Upper Secondary ◽  
Written Form ◽  
Field Notes

Abstract This article investigates to what extent spaces created in the language introduction programme (LIP) in Upper Secondary School in Sweden close or open up for students’ varied linguistic resources, to create an understanding of the implementational spaces of the educational environments that the school represents, and of the ideological underpinnings that these imply. In the analysis, schoolscaping is used based on displayed language on the school premises in combination with language practices in classrooms. The material analyzed consists of photographs, both from classrooms and shared spaces, together with field notes from observations. The analysis made conflicting ideologies visible. Although students were invited to use their languages in classrooms, these were rarely made visible in written form, which is remarkable as written language is given great value in school. The relative invisibility of the LIP students’ languages in the schoolscape, except for in their own classrooms, together with the physical separation from other students at the school, paints a picture of expectations of assimilation and of a monolingual ideology, where the goal is that students become Swedish-speaking. Thus, the conclusion is that there are implementational spaces in the partly closed space that constructs LIP, while ideological spaces are rather closed.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

Identity status and emotion regulation in adolescence and early adulthood

2013 ◽  
Vol 44 (3) ◽  
pp. 288-298 ◽  
Author(s):  
Paweł Jankowski
Keyword(s):  
Emotion Regulation ◽  
Identity Development ◽  
Secondary School ◽  
Identity Formation ◽  
Early Adulthood ◽  
Identity Status ◽  
Upper Secondary School ◽  
Identity Statuses ◽  
Post Secondary ◽  
Upper Secondary

Abstract The article presents the results of a study investigating the links between emotion regulation and identity. The aim of this study was to explore the relationship between the two variables. On the basis of neo-eriksonian theories, an attempt to specify the role of emotion regulation in the process of identity formation was made. The study involved 849 people (544 women, 304 men) aged 14-25. The participants attended six types of schools: lower secondary school, basic vocational school, technical upper secondary school, general upper secondary school, post-secondary school, and university. The research was conducted with the use of two questionnaires: Difficulties in Emotion Regulation Scale (DERS) and Dimensions of Identity Development Scale (DIDS). The analysis of the results points to a partial confirmation of the assumed hypotheses about the differences between people with different identity statuses in respect of the six investigated dimensions of emotion regulation. Also, the hypotheses about the links between the dimensions of emotion regulation and dimensions of identity in the subgroups with different identity statuses were partially confirmed.

scholarly journals Nyanlända gymnasieelever – Elevidentiteter och språkbarriärer

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Erika Bomström Aho
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Third Space ◽  
Upper Secondary School ◽  
School Students ◽  
Student Groups ◽  
The Third ◽  
Upper Secondary ◽  
Student Identities ◽  
Past Experiences

I föreliggande artikel studeras nyanlända elevers upplevelser av att vara elever på Språkintroduktion. Programmet är ett av fem introduktionsprogram i gymnasieskolan och tar emot nyanlända elever från 16 till 19 år. Eleverna placeras på Språkintroduktion eftersom de nyligen har kommit till Sverige och för att de ännu inte uppnått tillräckliga kunskaper i det svenska språket. I denna intervjustudie bidrar Homi Bhabhas teori om mellanrummet till en förståelse för hur erfarenheter av Språkintroduktion kan upplevas. Resultatet visar att elevgrupperna på Språkintroduktion är heterogena eftersom eleverna har olika erfarenheter av skola och arbete. Tre teman blir synliga i resultatet: elever med andra kunskaper och erfarenheter, elevidentiteter som särskilt framträder och det svenska språket som barriär. Resultaten visar att förvärvandet av det svenska språket för varje elev blir ett mål att nå samtidigt som det utgör ett hinder. Språket blir viktigt eftersom eleverna är beroende av det för att lyckas såväl i skolan som i samhällslivet. Likaså blir synliggörandet av elevers tidigare erfarenheter och kunskaper betydelsefullt eftersom det kan komma att påverka deras identitetsuppfattning. Nyckelord: språkintroduktion; nyanlända elever; mellanrum; elevidentitet Newly arrived upper secondary school students – Student identities and language barriers AbsractThis study investigates newly arrived students’ experiences of being students at Language Introduction in Sweden. The program is one of five introductory programs in Swedish upper secondary school and admits newly arrived students from the ages of 16 to 19 years old. Students are placed at Language introduction because they have recently arrived in Sweden and since they have not yet gained enough knowledge of the Swedish language. In this interview study, Homi Bhabha’s theory of the third space contributes to an understanding of how experiences from Language introduction can be perceived. The results show that student groups at Language introduction are heterogeneous as students have diverse experiences of school and work. Three themes appear in the results: students with other kinds of knowledge and experiences, student identities in transformation, the Swedish language as an obstacle and as goal. The results show that the acquisition of the Swedish language becomes to each student a goal to reach and at the same time a hindrance. The language becomes important because the students depend on it in order to be successful in school as well as in life in society. Likewise, making the students’ past experiences and knowledge visible, becomes important as it may affect their perception of identity. Keywords: språkintroduktion; nyanlända elever; mellanrum; elevidentitet

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