Tag: børn og unge

Dunlavy, Andrea, Karl Gauffin, Lisa Berg, Christopher Jamil De Montgomery, Ryan Europa, Ketil Eide, et al. Health outcomes in young adulthood among former child refugees in Denmark, Norway and Sweden: A cross-country comparative study. (2021) [PDF]

~ mortenstinus

Dunlavy, A., Gauffin, K., Berg, L., De Montgomery, C. J., Europa, R., Eide, K., Ascher, H., & Hjern, A. (2021). Health outcomes in young adulthood among former child refugees in Denmark, Norway and Sweden: A cross-country comparative study. Scandinavian Journal of Public Health, 51(3), 2021, 330-338.

Dunlavy, Andrea, Karl Gauffin, Lisa Berg, Christopher Jamil De Montgomery, Ryan Europa, Ketil Eide, and others, Health Outcomes in Young Adulthood among Former Child Refugees in Denmark, Norway and Sweden: A Cross-Country Comparative Study, Scandinavian Journal of Public Health, 2021.

Aims:This study aimed at comparing several health outcomes in young adulthood among child refugees who settled in the different immigration and integration policy contexts of Denmark, Norway and Sweden.Methods:The study population included refugees born between 1972 and 1997 who immigrated before the age of 18 and settled in the three Nordic countries during 1986?2005. This population was followed up in national registers during 2006?2015 at ages 18?43 years and was compared with native-born majority populations in the same birth cohorts using sex-stratified and age-adjusted regression analyses.Results:Refugee men in Denmark stood out with a consistent pattern of higher risks for mortality, disability/illness pension, psychiatric care and substance misuse relative to native-born majority Danish men, with risk estimates being higher than comparable estimates observed among refugee men in Norway and Sweden. Refugee men in Sweden and Norway also demonstrated increased risks relative to native-born majority population men for inpatient psychiatric care, and in Sweden also for disability/illness pension. With the exception of increased risk for psychotic disorders, outcomes among refugee women were largely similar to or better than those of native-born majority women in all countries.Conclusions:The observed cross-country differences in health indicators among refugees, and the poorer health outcomes of refugee men in Denmark in particular, may be understood in terms of marked differences in Nordic integration policies. However, female refugees in all three countries had better relative health outcomes than refugee men did, suggesting possible sex differentials that warrant further investigation.

Aims: This study aimed at comparing several health outcomes in young adulthood among child refugees who settled in the different immigration and integration policy contexts of Denmark, Norway and Sweden.

Methods:The study population included refugees born between 1972 and 1997 who immigrated before the age of 18 and settled in the three Nordic countries during 1986-2005. This population was followed up in national registers during 2006-2015 at ages 18?43 years and was compared with native-born majority populations in the same birth cohorts using sex-stratified and age-adjusted regression analyses.

Results:Refugee men in Denmark stood out with a consistent pattern of higher risks for mortality, disability/illness pension, psychiatric care and substance misuse relative to native-born majority Danish men, with risk estimates being higher than comparable estimates observed among refugee men in Norway and Sweden. Refugee men in Sweden and Norway also demonstrated increased risks relative to native-born majority population men for inpatient psychiatric care, and in Sweden also for disability/illness pension. With the exception of increased risk for psychotic disorders, outcomes among refugee women were largely similar to or better than those of native-born majority women in all countries.

Conclusions: The observed cross-country differences in health indicators among refugees, and the poorer health outcomes of refugee men in Denmark in particular, may be understood in terms of marked differences in Nordic integration policies. However, female refugees in all three countries had better relative health outcomes than refugee men did, suggesting possible sex differentials that warrant further investigation.

PDF: https://doi.org/10.1177/14034948211031408

Berisha, Tringa. Racialized spatial attachments: Researcher positionality and access in a Danish suburban high school. (2023)

~ mortenstinus

Berisha, Tringa. Racialized spatial attachments: Researcher positionality and access in a Danish suburban high school. Kvinder, Køn & Forskning, 35(2), 2023, 63–79. https://tidsskrift.dk/KKF/article/view/136438

Danish high school’s rising ethnic/racial diversity and tendencies of segregation call for explorations of students’ educational experiences of racialized differentiation. This article unfolds methodological reflections on this endeavor, by focusing on researcher access. Not only is space a medium through which racial relations materialize – space is also interconnected with access. If researchers depend on relations for access to sites of inquiry, which depends on how researchers are read by actors in the field, it is critical to scrutinize the spatial dimensions to such readings and what knowledge is (allowed to be) produced. Unfolding two ethnographic vignettes, the researcher’s positionality of passing is analyzed to explicate the relationship between racialized bodies and racialized spaces. I propose the notion of spatial attachments as an analytical lens for explaining such body–space conflations to illuminate the interconnectivity between educational spaces and the broader external world, and to expand the language to address racialization in the colorblind context of Danish high schools.

Jaffe-Walter, Reva, and Iram Khawaja, ‘Why Do I Live Here?’: Using Identity Mapping to Explore Embodied Experiences of Racialization. (2022)

~ mortenstinus

Jaffe-Walter, Reva, and Iram Khawaja, ‘Why Do I Live Here?’: Using Identity Mapping to Explore Embodied Experiences of Racialization, in (Re)Mapping Migration and Education Centering Methods and Methodologies, ed. by Cathryn Magno, Jamie Lew, and Sophia Rodriguez (Brill, 2022), pp. 112–33

In this chapter, we turn to young people as producers of social and affective knowledge who teach us about power, race, and identity, and offer insights into rethinking the boundaries of nation and belonging. We explore identity mapping as a qualitative methodology that amplifies the voices, ideas, and imaginations of immigrant youth to consider how processes of racialization are experienced in this moment of extreme xenophobia and nationalism. Sharing our experiences of using visual mapping in focus groups with immigrant youth in Denmark across two separate studies, we explore how identity mapping fosters a sharing of young people’s embodied and affective experiences in ways that open up transformative spaces of solidarity and learning.

DOI: https://doi.org/10.1163/9789004522732_006

Jensen, Sarah, ‘The Danes Are Rich and Live in the Villas; the Others Live in the Blocks of Flats’: On the Social and Material Character of Diversity in Children’s School Life in Denmark. (2021)

~ mortenstinus

Jensen, Sarah, ‘The Danes Are Rich and Live in the Villas; the Others Live in the Blocks of Flats’: On the Social and Material Character of Diversity in Children’s School Life in Denmark, International Journal of Qualitative Studies in Education, 0.0 (2021), 1–16

In post-structurally informed research, the answer to the widely documented ‘achievement gap’ among ethnic minorities has been a critique of educational institutions’ monocultural discourse and its exclusionary effects, thus highlighting a contingent, discursive conception of diversity. However, in this empirical article, 10- to 15-year-old students from two ethnically mixed schools in Denmark point to a much more concrete, social and material diversity that is laid out in terms of patterns of residence, leisure activities, and socio-economic resources at home. Over the school years, however, this social and material diversity is gradually transformed to a question of ethnicity that explains why students’ opportunities for educational participation ultimately differ. From a dialectical materialist reading of Hall’s concept of articulation, this article explores how this transformation is made possible in everyday school life, thus arguing that ethnic diversity is more than a contingent, discursive construction; it is closely connected to ingrained patterns of material inequity in educational practice.

DOI: https://doi.org/10.1080/09518398.2021.1900620

Vertelyté, Manté, ‘Why Are They Not Friends?’ (2022) [PDF]

~ mortenstinus

Vertelyté, Manté, ‘Why Are They Not Friends?’, Nordic Journal of Social Research, 13.1 (2022), 10–22

Young people’s friendships have been central to debates around minority integration in Danish society. Specifically, through schooling, students with diverse racialised-ethnic backgrounds are expected to form bonds and connections as a way to strengthen social cohesion and unity. Drawing from ethnographic interviews with education professionals in Danish schooling contexts (a comprehensive school and extracurricular schooling state institutions), this article deploys the concept of intimate technology of concern to explore how and with what effects concerns over young people’s friendships are implicated in welfare value projects of minority integration. Contributing to the literature on friendship, understood as a regulatory modality of intimacy, the article shows how, racialised figuring of friendship as both a threat and a solution, young people’s social relations are celebrated as achievements of integration and social mixing.

Keywords friendship intimate technology of concern racialisation Denmark education integration.

PDF: https://doi.org/10.18261/njsr.13.1.2

Vitus, Kathrine, and Frederikke Jarlby, Between Integration and Repatriation – Frontline Experiences of How Conflicting Immigrant Integration Policies Hamper the Integration of Young Refugees in Denmark. (2022)

~ mortenstinus

Vitus, Kathrine, and Frederikke Jarlby, Between Integration and Repatriation – Frontline Experiences of How Conflicting Immigrant Integration Policies Hamper the Integration of Young Refugees in Denmark, Journal of Ethnic and Migration Studies, 48.7 (2022), 1496–1514

Confronted with global migration pressures, European countries face the dual challenges of border control and the incorporation of immigrants into society. Danish immigration and integration policies aim to restrict the influx of refugees and to develop newcomers’ sense of civic responsibility. We analyse 2017 policy problematisations and local integration policy workers’ experiences with integrating young, newly arrived refugees under the mandatory municipal integration programme. We find that these policies lead to paradoxical effects when integration goals interact with immigration laws that create precarious temporary living conditions. Moreover, when integration is problematised as an exclusive problem of refugees’ employability and prompt economic self-sufficiency. The policy problematisations neglect the needs of young refugees by overlooking critical aspects of social and cultural integration and obscuring the possibilities for individually tailored services, which, from frontline integration workers’ perspective, are necessary to realise young refugees’ integration.

DOI: https://doi.org/10.1080/1369183X.2021.1873112

ang, Ahrong, Child-Friendly Racism? An Ethnographical Study on Children’s Racialized Becoming in a Race-Blind Context. (2021) [PDF]

~ mortenstinus

Yang, Ahrong, Child-Friendly Racism? An Ethnographical Study on Children’s Racialized Becoming in a Race-Blind Context, Dissertation, Aalborg University, 2021)

English summary
What makes race and issues concerning racialization primarily
seem a concern for adults? What are the implications of
disconnecting race and children ‒ keeping race and racialization
from children? This dissertation is dedicated to an investigation
of children’s racialized becoming in a Danish context, and in
doing so, by foregrounding the racialized lived experiences
shared by children aged 10-13. The context in which the
children’s racialized lived experiences become, I argue, is
situated in a historically challenged space of denial, evasiveness,
and discomfort towards issues on race. Hence, the racialized
lived experiences shared by the children become within a
context that works against these experiences. It is within this
space of mutual resistance that this research takes its point of
departure.


In getting closer to understanding the racialized becoming of
children, the study is guided by two research interests: 1)
Analytically privileging race as an important social category,
by/and 2) foregrounding the children’s racially lived
experiences. In foregrounding lived experiences as access to
knowledge production, the dissertation finds theoretical
inspiration in postcolonialism, critical race theory, critical
childhood studies, and queer and black feminist perspectives.
What especially draws me towards these insights is how they
offer alternative perspectives on how to understand both
children and race as lived, meaningful categories, however,
socially constructive and performative ones.
The project is based on an ethnographical study with children
attending 4th to 6th grade from spring 2018 to fall 2019. The study
was made up by participant observations, qualitative interviews
with children, informal conversations with teachers at the
schools, and workshops with the children that were designed for
this project. Workshops were based on visual methodologies and
material made by the children.
In particular, the dissertation aims at reflecting on and offering
alternative perspectives into understanding race and childhood
that challenge the idea of children being non-knowledgeable and
in need of protection against issues of race. By queering
children’s racialized becoming, I refer to a non-binary
Child-Friendly Racism? perspective on the child/adult relation, which takes seriously the children’s racialized experiences by also approaching the in-
/outside of the body and emotions non-binarily.
The study shows how the children’s racialized experiences
become within and are expressed through resistance towards
discourses working to suppress these experiences. Manifested
through two article contributions, the research specifically
examines, in the first article, how the racially minoritized
children’s becoming is not only informed by their past
experiences with race and racism. Race is also experienced as
expected futures ‒ what I call racialized forecasting. What the
concept springs from and is trying to grasp is how race becomes
within struggles that the racially minoritized children shared
when trying to make sense of their experiences.
The second article analytically unpacks the notions of ‘child-
friendliness’ through examining the seemingly complex
intertwinement and interconnectedness of race and children,
which I find to be within the concept of innocence. The
dissertation operates with innocence from two different
perspectives: First, in terms of racialized innocence. Second, in
terms of child-ed innocence. Innocence, I argue, is the
intersecting point of children and race: An intersection that
currently works to disconnect children and race. The discourses
of innocence that work to maintain ideas of child(-ed)
innocence, and which furthermore make questioning children’s
innocence seem almost outrageous, I stress, are connected to the
same notions that maintain race-blindness and processes that
discursively have made and sustained the silencing and erasure
of race as a lived category.
It is my hope that this research can give rise to further reflection
on the importance of how race as a social category informs the
lives of children and their feelings of belonging. Both racially
minoritized and white children.


Dansk resume
Hvad gør race og racialiserede problemstillinger til et
anliggende, der ofte kun er forbeholdt voksnes virkelighed?
Hvad er implikationerne ved at afkoble og skærme børn fra race
og racialisering? Denne afhandling undersøger børns
racialiserede tilblivelse (racialized becoming) i en dansk
kontekst med udgangspunkt i racialiserede erfaringer fra børn i
alderen 10-13. Jeg argumenterer for, at den kontekst, hvori
børnenes erfaringer bliver til, er en kontekst, som historisk er
situeret i benægtelse, undvigelser og ubehag omkring
spørgsmål, der involverer race og racialisering. Altså bliver
børnenes racialiserede levede erfaringer til i en kontekst, der
modarbejder og underkender deres oplevelser. Det er en
nysgerrighed for denne modstridende kontekst, som dette
projekt udspringer fra.
For at komme nærmere en forståelse af børns racialiserede
tilblivelse har to forskningsinteresser styret projektet: 1)
Analytisk at privilegere race som en betydningsfuld social
kategori ved at 2) tage analytisk udgangspunkt i børnenes
racialiserede levede erfaringer. Afhandlingen har sit analytiske
fokus på levede erfaringer som adgang til vidensproduktion og
er inspireret af teoretiske perspektiver som postkolonialisme,
critical race theory, kritiske barndomsstudier, queer- og black
feminism. Jeg er særligt inspireret af, hvordan disse perspektiver
tilbyder alternative indsigter til at forstå barn og race som
konstruerede og performative — men alligevel betydningsfulde
— sociale kategorier. Projektet er baseret på et etnografisk studie foretaget fra foråret 2018 til efteråret 2019 med børn i 4. til 6. klasse. Studiet består
af deltagerobservationer, kvalitative interviews med børn,
uformelle samtaler med lærere og workshops med børnene.
Disse workshops var designet til projektet og baseret på visuelle
metoder og materiale lavet af børnene.
I særdeleshed er afhandlingens sigte at reflektere over og tilbyde
alternative perspektiver på race og barndom: Perspektiver, der
udfordrer dikotomiske forestillinger om børn som uvidende,
uskyldige og ufærdige mennesker, der bør beskyttes mod race
indtil de en dag er gamle nok til at erfare ”voksenlivets
realiteter.” Med queering children’s racialized becoming
Child-Friendly Racism? refererer jeg til non-binære perspektiver, som tager børnenes
(racialiserede) erfaringer alvorligt og gør op med binære
forståelser af barn vs. voksen og krop vs. emotionalitet
Studiet demonstrerer, hvordan børnenes racialiserede erfaringer
bliver til igennem modstand mod raceblinde diskurser:
Diskurser, der forsøger at ignorere og undertrykke disse
oplevelser. I afhandlingens to artikler undersøger afhandlingen,
blandt andet, hvordan de racialt minoriserede børns tilblivelse
ikke kun informeres af deres tidligere erfaringer med race og
racisme, men også gennem forventede fremtidige oplevelser.
Dette undersøges i afhandlingens ene artikel gennem begrebet
racialized forecasting, der beskriver hvordan børnene
fremskriver deres levede erfaringer som racialiserede og
forestiller sig fremtidige situationer. Begrebet tager
udgangspunkt i, hvordan race bliver til gennem følelser af
modstand: Følelser, som børnene fortæller om, når de forsøger
at skabe mening ud fra deres erfaringer — levede såvel som
forestillede.
Afhandlingens anden artikel koncentrerer sig om ideen om
’child-friendliness’ [børnevenlighed] — et udtryk, som bringes
op af en gruppe børn i deres interne forhandlinger om race, og
hvad de må tale om som børn. Artiklen fremanalyserer den
komplekse forbundenhed og sammenfiltring mellem race og
børn: En forbundenhed, som jeg vil mene findes i og omkring
uskyldsbegrebet. Afhandlingen opererer med uskyld fra to
forskellige perspektiver: Som racialiseret uskyld (racialized
innocence) og børnegjort uskyld (child-ed innocence).
Uskyldsbegrebet som et skæringspunkt mellem race og barn er
med til at producere diskurser, som frakobler barn fra race – og
race fra barn. De diskursive forestillinger om uskyld, som er med
til at opretholde forestillinger om børns uskyld (eller børnegjort
uskyld), argumenterer jeg for, er direkte forbundet til de
forestillinger, som opretholder raceblindhed: De processer, der
diskursivt har været med til at fortie, nedtone og slette race som
levet kategori.
Mit ønske er, at denne forskning kan være med til at give
anledning til yderligere refleksion over- og dialog om
vigtigheden af, hvordan race som levet kategori er med til at
konstruere og forme børns liv og deres oplevelser af at høre til.
For både racialt minoriserede og hvide børn.

PDF: https://doi.org/10.54337/aau466408959

Yang, Ahrong, Racialized Forecasting. Understanding Race through Children’s (to-Be) Lived Experiences in a Danish School Context. (2021) [PDF]

~ mortenstinus

Yang, Ahrong, Racialized Forecasting. Understanding Race through Children’s (to-Be) Lived Experiences in a Danish School Context, Nordic Journal of Studies in Educational Policy, 7.3 (2021), 169–78

Is it possible to address racism without mentioning race? Based on two cases from an ethnographical field study conducted in a Danish elementary school, this article investigates how students of colour (aged 10–13) predict future encounters with racism and share their concerns with how to deal with these potential encounters. Inspired by Sara Ahmed’s notion of emotions and concept of past histories of contact and pushes, this article examines how to understand emotions of race when two students share their concerns about for instance, being able to defend themselves and verbalize fear of not belonging. What I am suggesting is that emotions of race are not only shaped by the students’ past experiences but that race also works through emotions of concern about the future as racialized forecasting. These racialized forecastings surface as experiences connected to the children’s black and brown bodies, where their emotions of race intersect with ideas of gender and age. The analysis will show how the children struggle to address their race experiences as they push and are being pushed by race-blind discourses, making it very difficult for the students to make sense of their feelings.

PDF: https://doi.org/10.1080/20020317.2021.1995141

Vertelyté, Mantè, & Staunæs, Dorthe. From tolerance work to pedagogies of unease: Affective investments in Danish antiracist education. (2021). [PDF]

~ mortenstinus

Vertelyte, M., & Staunæs, D. (2021). From tolerance work to pedagogies of unease: Affective investments in Danish antiracist education. Nordic Journal of Studies in Educational Policy, 7(3), 126–135. https://doi.org/10.1080/20020317.2021.2003006

Antiracist pedagogies have long been conceptualized and developed by scholars, public intellectuals, teachers and pedagogues in Danish education contexts. By analysing Danish knowledge production on antiracist education from the 1980s to the present, this article traces changing understandings of race and racism in Danish education, as well as accounts for different affective tensions and investments at stake in antiracist pedagogical practice and thinking. We show how the discourse of antiracism as ‘tolerance work’ prevalent in the 1980s and 1990s evolved into an antiracist pedagogy centred on ‘creating good and positive atmospheres’, and how, from the 2000s onward, feelings of unease, embarrassment and anxiety about addressing race have become integrated in antiracist education research and practice. While the first approach towards antiracist education dwells with and use positive and joyous feelings, the second wave addresses a more uncomfortable register of affects. By analysing how different affective intensities have historically been associated with antiracist pedagogies in Denmark, we show how they are inextricable from education policies and politics.

PDF: https://www.tandfonline.com/doi/full/10.1080/20020317.2021.2003006

Batsaikhan et al. Daycare Choice and Ethnic Diversity: Evidence from a Randomized Survey. (2019) [PDF]

~ mortenstinus

Batsaikhan, M., Gørtz, M., Kennes, J. R., Lyng, R. S., Monte, D., & Tumennasan, N. (2019). Daycare Choice and Ethnic Diversity: Evidence from a Randomized Survey. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3507520

Discrimination among individuals is very well documented in the literature, but much less is known about how discrimination is passed down through generations. By designing and conducting a randomized survey to study daycare choices and ethnic diversity, we provide evidence of how biases against ethnic minorities affect parental choices of early childhood education. We asked parents in Copenhagen to choose between two daycares — structured vs. free-play. Each daycare had testimonials from (fictive) parents whose child allegedly attended the daycare, and the survey randomized the names of the testifying parents across the sample. Another novelty of our study is that we are able to capture how discriminatory attitudes towards ethnic minorities interact with preferences for specific teaching styles. In our results we find bias against ethnic minorities among parents who prefer the structured daycare. We validate our results through data on willingness to travel to the preferred daycare, which is higher for parents who prefer the structured daycare when there was an ethnic minority name associated with the free-play daycare.

PDF: https://www.econ.ku.dk/cebi/publikationer/working-papers/CEBI_-_WP_14-19.pdf

Vitus, Kathrine. Problembørn, pædagoger og perkere – identitet og ambivalens i mødet mellem etniske minoritetsbørn og systemet. (2005)

~ mortenstinus

Vitus, Kathrine. Problembørn, pædagoger og perkere – identitet og ambivalens i mødet mellem etniske minoritetsbørn og systemet. Dissertation. Aalborg University, 2005. vbn.aau.dk,

Afhandlingen ‘Problembørn, pædagoger og perkere – identitet og ambivalens i mødet mellem etniske minoritetsbørn og systemet’ analyserer mødet mellem etniske minoritetsbørn og pædagoger i en kriminalitetsforebyggende institution.

https://bibliotek.dk/linkme.php?rec.id=874310-katalog%3ADBB0617754

Karrebæk, Martha Sif, Københavns Universitet, and Humanistiske Fakultet. At blive et børnehavebarn: en minoritetsdrengs sprog, interaktion og deltagelse i børnefællesskabet. (2011) [PDF]

~ Dansk Racismeforskning

Karrebæk, Martha Sif, Københavns Universitet, and Humanistiske Fakultet. At blive et børnehavebarn: en minoritetsdrengs sprog, interaktion og deltagelse i børnefællesskabet. PhD dissertation. Københavns Universitet, Humanistisk Fakultet, 2011.

PDF: https://andetsprogsforskning.ku.dk/forskning/koebenhavnerstudier_i_tosprogethed_/manuskripter/Bind_62_-_Martha_Sif_Karreb_k_-_At_blive_et_b_rnehavebarn.pdf

Karrebæk, Martha Sif. ‘“What’s in Your Lunch Box Today?”: Health, Respectability, and Ethnicity in the Primary Classroom’. (2012)

~ Dansk Racismeforskning

Karrebæk, Martha Sif. ‘“What’s in Your Lunch Box Today?”: Health, Respectability, and Ethnicity in the Primary Classroom’. Journal of Linguistic Anthropology, vol. 22, no. 1, 2012, pp. 1–22.

Much socialization of children into healthy food practices takes place in the educational system. However, teachers’ understandings of healthy food may differ from those of students and parents. Furthermore, health is connected to respectability. Thus, food socialization concerns more than nutritional values. This study examines lunchtime interactions between minority students and majority teachers in a Danish classroom. I show that certain traditional food items (rye bread) are treated as superior to certain others that minority children regularly bring. Children are accountable for lunch boxes, and cultural and personal preferences are disregarded if at odds with dominant understandings of healthy food. [

doi:https://doi.org/10.1111/j.1548-1395.2012.01129.x.

https://anthrosource.onlinelibrary.wiley.com/doi/abs/10.1111/j.1548-1395.2012.01129.x.

Thomsen, Jens Peter, Bolette Moldenhawer, and Tine Kallehave. Ethnic Differences in Education in Denmark: Survey Report. (2010) [PDF]

~ Dansk Racismeforskning

Thomsen, Jens Peter, Bolette Moldenhawer, and Tine Kallehave. Ethnic Differences in Education in Denmark: Survey Report. EDUMIGROM, 2010.

The primary purpose of this report is to give a descriptive and analytical account of the lives of minority urban youth at the end of their primary schooling by looking at their school experiences and achievements, plans for future education and work life, attitudes towards school, and relations to peers, as well as the shaping of identity among minority students. Focusing on youth in the 8th and 9th grades in primary school in Copenhagen, Denmark, the report not only differentiates among ethnic groups in order to identify significant social patterns among groups, but also explores how ethnic differentiations intersect with other variables relating to the students’ background (gender, parents’ socio-economic status and educational level, and so on), and characteristics of everyday social life (social interaction, peer relations, etc). The report aims to contribute to a growing body of research on early identity formation and interethnic relations among young people in primary schools as a way of understanding how and why social positions of young people are structured the way they are. 

PDF: https://ec.europa.eu/migrant-integration/?action=media.download&uuid=29EB1415-BE22-3ABB-578DDD71283F13E4

Simonsen, Kristina Bakkær. ‘The Democratic Consequences of Anti-Immigrant Political Rhetoric: A Mixed Methods Study of Immigrants’ Political Belonging’. (2019) [PDF]

~ Dansk Racismeforskning

Simonsen, Kristina Bakkær. ‘The Democratic Consequences of Anti-Immigrant Political Rhetoric: A Mixed Methods Study of Immigrants’ Political Belonging’. Political Behavior, May 2019.

Anti-immigrant political rhetoric is proliferating in Europe, inspiring research to examine the potential effects on public opinion. However, studies of the reactions of first- and second-generation immigrants—the objects of this rhetoric—remain scarce. This article argues that political rhetoric should be treated as a context of integration affecting political outcomes, in particular political belonging. To that end, the article combines qualitative evidence from focus group discussions conducted in Denmark, a high-salience context, and quantitative evidence from cross-national survey and party manifesto data from 18 Western European countries over a 12-year period. In addition to demonstrating a negative mean effect, the analyses show that those most in focus of contemporary political messages (Muslims and immigrants with shorter educations) are most affected, suggesting a sophisticated processing of political rhetoric. In contrast, traditional explanations concerning structural incorporation, generational integration, and exposure to rhetoric are not supported. The article discusses the implications of the results for democratic inclusion in contemporary Europe.

doi:10.1007/s11109-019-09549-6.

PDF: https://doi.org/10.1007/s11109-019-09549-6.

Simonsen, Kristina Bakkær. ‘Ripple Effects: An Exclusive Host National Context Produces More Perceived Discrimination among Immigrants’. (2016)

~ Dansk Racismeforskning

Simonsen, Kristina Bakkær. ‘Ripple Effects: An Exclusive Host National Context Produces More Perceived Discrimination among Immigrants’. European Journal of Political Research, vol. 55, no. 2, 2016, pp. 374–390.

This article examines the perceived discrimination of immigrants – a group for whom experiences of discrimination can be damaging for their long-term commitment and identification with the national core group. Taking its point of departure in the literature on national identity, the article argues that perceived discrimination should be strongest among immigrants in host national societies with an exclusive self-image. This hypothesis is examined by use of multilevel regressions on cross-national survey data from 18 Western European countries. It is found that where exclusive attitudes are widespread in the host population, the percentage of immigrants who perceive themselves to be part of a group discriminated against is significantly greater, all else being equal. In addition, there is a cross-level interaction effect of host national inclusivity and ethnic minority identity which suggests that individual-level determinants of perceived discrimination do not ‘work’ in the same way in normatively different contexts. In terms of the implications of these findings, the article points to the importance of contextualising individual-level accounts of perceived discrimination, with particular focus on the power of a society’s attitudinal milieu to affect individual feelings of inclusion and exclusion.

doi:https://doi.org/10.1111/1475-6765.12131.

https://ejpr.onlinelibrary.wiley.com/doi/abs/10.1111/1475-6765.12131.

Karrebæk, Martha Sif. ‘Rye Bread for Lunch, Lasagne for Breakfast: Enregisterment, Classrooms, and National Food Norms in Superdiversity’. (2017) [PDF]

~ Dansk Racismeforskning

Karrebæk, Martha Sif. ‘Rye Bread for Lunch, Lasagne for Breakfast: Enregisterment, Classrooms, and National Food Norms in Superdiversity’. Engaging Superdiversity: Recombining Spaces, Times and Language Practices, Eds. Karel Arnaut, Jan Blommaert, Martha Sif Karrebæk, and Massimiliano Spotti, Bristol; Blue Ridge Summit: Multilingual Matters, 2017, 90–120. Rye bread for lunch, lasagne for breakfast: Enregisterment, classrooms, and national food norms in superdiversity 

https://nors.ku.dk/english/research/danish/?pure=en%2Fpublications%2Frye-bread-for-lunch-lasagne-for-breakfast(5f9edb89-45ea-43ea-90f2-9956bbc60af7).html

PDF:  https://www.academia.edu/10114143/Rye_bread_for_lunch_lasagne_for_breakfast_Enregisterment_classrooms_and_national_food_norms_in_superdiversity

Karrebæk, Martha Sif. ‘”Hvad betyder wallah?”: Sociolingvistisk forandring, sprog-i-brug og arabisk i dansk’. (2020) [PDF]

~ Dansk Racismeforskning

Karrebæk, Martha Sif. ‘”Hvad betyder wallah?”: Sociolingvistisk forandring, sprog-i-brug og arabisk i dansk’. NyS, Nydanske Sprogstudier, no. 58, 58, May 2020.

Børn i Danmark i dag møder sproglige ressourcer, som knyttes til forskellige måder at tale på; ’dansk’, ’arabisk’ eller den måde, man taler på med vennerne. Dermed er sproglig diversitet et (hverdags)faktum. Hvad det betyder for såvel udviklingen af dansk som for sprogbrugerne selv, er et væsentligt spørgsmål. I en social tilgang til sprog inddrages mere end ét semantisk niveau i betydningsanalysen. Aktiviteter, domæner og de forhandlinger, der foregår gennem og i forhold til sprog, er væsentlige for, hvad sproget kommer til at betyde. I denne artikel vil jeg bidrage til diskussionen af relationen mellem sociolingvistisk sprogforandring og børns situerede sproglige møder. Jeg undersøger sprogbrug hos børn i en ret almindelig københavnsk skoleklasse med elever fra forskellige sociale, etniske og sproglige baggrunde fra 0. til 4. klasse. En dreng med dansk baggrund er den centrale deltager. Fokus er på den ideologiske og metapragmatiske forståelse af sproglige ressourcer, der associeres med ikke-dansk. Bidraget anvender et begrebsapparat fra den lingvistiske antropologi såsom registergørelse, indeksikalitet, det komplette sproglige faktum og forskelsskabende akser. Data inkluderer optagelser af hverdagsliv og mere eliciteret sprog-i-brug.

doi:10.7146/nys.v1i58.120485.

PDF: https://www.nys.dk/article/view/120485.

Karrebæk, Martha Sif. ‘Healthy Beverages?: The Interactional Use of Milk, Juice and Water in an Ethnically Diverse Kindergarten Class in Denmark’. (2014)

~ Dansk Racismeforskning

Karrebæk, Martha Sif. ‘Healthy Beverages?: The Interactional Use of Milk, Juice and Water in an Ethnically Diverse Kindergarten Class in Denmark’. Language and Food, Ed. Polly E. Szatrowski, John Benjamins, 2014, 279–300.

This paper investigates the socialization into healthy food practices in a Danish multi-ethnic kindergarten classroom within the frameworks of Linguistic Ethnography (Creese, 2008; Rampton, Maybin & Tusting, 2007) and Language Socialization (Ochs, 1988; Schieffelin, 1990). I present micro-analyses of three situations where the health value of milk, water, and juice is topicalized. Health is a moral concept which is culturally embedded but linguistically constructed and negotiated. I discuss how learning outcomes in health educational activities depend on individuals’ understandings prior to interactions and on the process of co-ordinating understandings. Also, in children’s conversations nutritional value becomes an interactional resource. The paper contributes to prior research with a micro-analytic perspective on the role of health education in wider processes of social exclusion and intercultural (mis)understandings.

https://www.jbe-platform.com/content/books/9789027270887-pbns.238.12kar

Karrebæk, Martha Sif. ‘“Don’t speak like that to her!”: Linguistic minority children’s socialization into an ideology of monolingualism’. (2013)

~ Dansk Racismeforskning

Karrebæk, Martha Sif. ‘“Don’t speak like that to her!”: Linguistic minority children’s socialization into an ideology of monolingualism’. Journal of Sociolinguistics, vol. 17, no. 3, 2013, pp. 355–375.

It is of general interest to the study of language in society how ideologies motivating linguistic hegemony get formulated in the context of increasing diversity. This includes if and how linguistic diversity surfaces under conditions that are clearly disfavouring it, and why or why not it happens. Also, we need to know how ideologies of language surface at the micro-level, and how they are continuously passed on, shared, negotiated or contested. These are central issues in this study of socialization into a condition and an ideology of linguistic hegemony in Copenhagen, Denmark. It is illustrated how school-authorities, parents and children co-create Danish dominance and a linguistic ideology of monolingualism during the first school year. The primary focus is on two school-beginners with minority language background in a linguistically diverse classroom, and the linguistic registers of particular interest are Danish, the majority language, and Turkish, an immigrant language. The article builds on field-notes, ethnographic interviews, video- and audio-recordings. Linguistic Ethnography and Language Socialization constitute the methodological frameworks, and Silverstein’s ‘total linguistic fact’ forms an analytic principle.

doi:https://doi.org/10.1111/josl.12035.

Gilliam, Laura. Minoritetsdanske drenge i skolen: modvilje og forskelsbehandling. (2018)

~ Dansk Racismeforskning

Gilliam, Laura. Minoritetsdanske drenge i skolen: modvilje og forskelsbehandling. Aarhus: Aarhus Universitetsforlag, 2018.

Minoritetsdanske drenge eller ’indvandrerdrenge’, som de typisk kaldes i den offentlige debat, forbindes ofte med dårlige skoleresultater, ballade og kriminalitet. Samtidig peger flere undersøgelser på, at drengene mødes med negative forventninger og oplever at blive set skævt til og forskelsbehandlet i skolen. 

I Minoritetsdanske drenge i skolen. Modvilje og forskelsbehandling ser Laura Gilliam nærmere på drengenes position, selvforståelser og skolestrategier og diskuterer de sociale og kulturelle dynamikker, der er omkring etnicitet, racialisering, køn og skole. Med afsæt i interviews med 18 minoritetsdanske drenge beskriver hun, hvordan drengenes oplevelser af lærernes forventninger, modvilje og velvilje får betydning for deres præstationer og engagement i undervisningen. Positive forventninger og dialog om etnicitet og forskelsbehandling er afgørende, hvis de onde cirkler skal brydes. 

https://unipress.dk/udgivelser/m/minoritetsdanske-drenge-i-skolen/

PDF med forord og indholdsfortegnelse: http://samples.pubhub.dk/9788771848274.pdf .

Madsen, Lian Malai, Martha Sif Karrebæk, and Janus Spindler Møller, editors. ‘Everyday Languaging: Collaborative Research on the Language Use of Children and Youth’. (2016)

~ Dansk Racismeforskning

Madsen, Lian Malai, Martha Sif Karrebæk, and Janus Spindler Møller, editors. ‘Everyday Languaging: Collaborative Research on the Language Use of Children and Youth’. De Gruyter Mouton, 2016.

This book contributes to current theory building within applied linguistics and sociolinguistics by looking at the role of language in the lives, realities, and understandings of real children and youth in an urban setting. Collectively the studies amount to a comprehensive account of how urban children and youth construct, reactivate, negotiate, contest, and navigate between different linguistic and sociocultural norms and resources. 

Contents:

Martha Sif Karrebæk, Lian Malai Madsen and Janus Spindler Møller Introduction—Everyday Languaging: Collaborative research on the language use of children and youth

Martha Sif Karrebæk: Arabs, Arabic and urban languaging: Polycentricity and incipient enregisterment among primary school children in Copenhagen

Liva Hyttel-Sørensen: Gangster talk on the phone – analyses of a mass media parody of a contemporary urban vernacular in Copenhagen and its reception

Andreas Stæhr: Normativity as a social resource in social media practices

Astrid Ag: Rights and wrongs – authority in family interactions

Ulla Lundqvist: Becoming a “smart student”: The emergence and unexpected implications of one child’s social identification

Lamies Nassr: “Well, because we are the One Direction girls” – Popular culture, friendship, and social status in a peer group 

Lian Malai Madsen: ‘The Diva in the room’ – Rap music, education and discourses on integration 

Thomas Rørbeck Nørreby: Ethnic identifications in late modern Copenhagen 

Janus Spindler Møller: Discursive reactions to nationalism among adolescents in Copenhagen

Asif Agha: Growing up bilingual in Copenhagen.

https://www.degruyter.com/view/title/305498

Enheden for Brugerundersøgelser, editor. Etniske minoriteters oplevelser i mødet med det danske sygehus: en kvalitativ undersøgelse af forældres oplevelser under deres barns indlæggelse på en børneafdeling. (2007) [PDF]

~ Dansk Racismeforskning

Enheden for Brugerundersøgelser, editor. Etniske minoriteters oplevelser i mødet med det danske sygehus: en kvalitativ undersøgelse af forældres oplevelser under deres barns indlæggelse på en børneafdeling. København: , 2007.

PDF: https://patientoplevelser.dk/files/dokumenter/artikel/etniske.pdf.

Khawaja, Iram. ‘“Det Muslimske Sofa-Hjørne”: Muslimskhed, Racialisering Og Integration’. (2015)

~ Dansk Racismeforskning

Khawaja, Iram. ‘“Det Muslimske Sofa-Hjørne”: Muslimskhed, Racialisering Og Integration’. Pæda­gogisk Psykologisk Tidsskrift, vol. 52, no. 2, 2015, pp. 29–38,

In a high-school north of Copenhagen, teachers are expressing concern in regard to the growing number of Muslim students and their way of engaging in the school context. The students are positioning themselves in a separate corner (the sofa-corner) during breaks, and policing each other in regard to religious ideals and demands thus forming an enclave in the larger network of groupings in the high school. This article analyses the concern seen from the point of view of the professional, who in many cases feel that she has no access or any tools to intervene in the forming of the sofa-grouping. The article makes visible how the concern for the proper integration is embedded in certain racialised, religious and social processes of othering, and points towards new perspectives on how it is in practice possible to work with inclusion when one takes the power relational and structural processes of exclusion and othering into consideration. 

https://pure.au.dk/portal/en/publications/det-muslimske-sofahjoerne(7288ad12-70c4-4a5a-8a82-7b2f4c64b178).html.

https://www.skolepsykologi.dk/52–%C3%A5rgang—2015 .