”Varför ska ni stänga ner skolan?” -OM EN SKOLAS BETYDELSE I ETT ”SEGREGERAT” OMRÅDE
Sammanfattning: In 2017 a junior high school in Vivalla, a local area in Örebro, Sweden described as a “segregated” area, was closed. The decision was partly made based on a belief that it would increase integration in the city, which motivates the purpose of this study; How can a school closure affect a local area concerning social inclusion or exclusion? The study also discuss the meaning of place; what a school can be and provide for a community on different levels. Interviews were made with seven individuals who had different roles concerning the school; teachers, parents or individuals who were members of different local organizations. The interviews indicate that having a school in the local area created a meeting spot for communication for the whole community. This opened for cooperation with parents or local organizations that could assist when communication failed. Thanks to its geographic location the school also provided “extra efforts” such as different training programs for parents or being described as a link to the “Swedish” society. Intentionally strong feelings of exclusions and being left out in the political process was expressed, like being “left out of the society”. The decision felt like just another thing that increased stigmatization the area already suffered from. Despite the negative experience it was expressed that the new schools could integrate and include pupils from Vivalla and other areas in the city. On the other hand, the new schools doesn’t seem to be as active in the local community as the old junior high, probably because of the geographic distance. If challenges occur with language barriers or transportation for the parents, the now missing link to the area and the non-cooperation with local organizations could possibly lead to more social exclusion for the parents and the local area.
HÄR KAN DU HÄMTA UPPSATSEN I FULLTEXT. (följ länken till nästa sida)