Parallella världar : Pedagog i en segregerad förort

Sammanfattning: In my essay, I write about the work at a pre-school in a segregated suburb. I begin my essay with examples from my workday. In one case, it is about Sara, playing games where other children are excluded and she also exhibits a power game towards me. In the second example, it is about how a group of children conspire and expose both themselves and others for destructive conspiracy patterns. When I write down what happens in the group of children at my pre-school, I see patterns reminiscent of destructive gangs. I reflect about whether I am witnessing that my preschooler is in the preliminary stage of youth gangs with destructive patterns. The purpose of my essay is that for my own sake, and from a social perspective to provides deeper understanding of the causes that can generate power game and conspiracy patterns in children in segregated neighborhoods. I also describe how it can be to work in a kindergarten in a segregated suburb. M y questions are what happen to children when norms in the home are in conflict with the norms of the preschool. The norms in the homes may also be an illegal act in Sweden, when punishment and spanking occurs. Children may be in a conflict of loyalties when they know that parents may not spank their children in Sweden, but still do it. I examine whether there may be negative factors in the family's integration that allows contexts do not meet in a positive direction, and therefore can cause cultural clashes. I start from my own experiences as child-minder in the suburbs during twenty five years. I do this by writing the essay, I reflect on my own thoughts, but also through reflective conversations with others. To obtain scientific perspective on my research, I have chosen as the starting point to the support of other studies in ethnological and sociological aspects. I have come to the conclusion that there may be several reasons for pre-school children of my workplace to act as they do. One reason that I think is important is that families in my pre-school are segregated in the segregation, their meetings consisting mostly of their own countrymen and relatives. The majority of parents have no work and their contact with the Swedish society is done by the authorities and at the pre-school. I have met families where parents have lived in Sweden for twenty years, but still have limited language in Swedish. I have also seen that there is an aversion to the "Swedish" and that there is a conscious choice to refrain from it.