Multicultural urban schools in Sweden are facing two major challenges. First, the communities the schools serve are stigmatized and economically impoverished, leading to growing concerns regarding the quality of education, lack of credibility, and outflow of students. The second challenge is the ambivalent relationships with students’ parents (presumable consumers and partners, but who are also regarded as culturally conservative) and with the broader community, such as public authorities and universities. I argue that we cannot understand the practical operations and outcomes of multicultural schools if we look only at the curriculum, individual attitudes, or educational policy changes and do not examine the broader challenges facing these institutions. What is needed is a more relational approach linking together the interests of different groups, policy changes, modes of representation, and the educators’ practices.
Aasen, P. ( 2003). What happened to social-democratic progressivism in Scandinavia? Restructuring education in Sweden and Norway in the 1990s. In M. Apple (Ed.), The state and the politics of knowledge (pp. 109-148). New York: RoutledgeFalmer .
2.
Ascher, C. ( 1988). Urban school-community alliances. New York: ERIC Clearinghouse on Urban Education.
3.
Arum, R. ( 2000). School and communities: Ecological and institutional dimensions. Annual Review of Sociology, 26, 395-418.
4.
Andersson, R. ( 1998). Segregering, segmentering och socio-ekonomisk polarisering [Segregation, segmentation and socio-economic polarization; in Swedish]. Umeå, Sweden: Partnerskap för Multietnisk Integration.
5.
Andersson, E. ( 1990). Street wise-Race, class and change in an urban community . Chicago: University of Chicago Press.
6.
Anyon, J. ( 1997). Ghetto schooling. New York: Teachers College Press.
7.
Apple, M. ( 2003). State and the politics of knowledge. New York: Taylor & Francis.
8.
Apple, M. ( 2006). Educating the "right" way. New York : Routledge.
9.
Axelsson, M., & Bunar, N. (Eds.). (2006). Skola, språk och storstad [School, language, and Big-city]. Stockholm: Pocky.
10.
Back, L. ( 1996). New ethnicities and urban culture. London: UCL Press.
11.
Ball, S. ( 2003). Class strategies and the education market. New York: RoutledgeFalmer.
12.
Barlett, W., Propper, C. , Wilson, D., & Le Grand, J. (Eds.). (1994). Quasi-markets and the welfare state. Bristol, UK: SAUS.
13.
Beach, D., Gordon, T. , & Lahelma, E. (Eds.). (2003). Democratic education: Ethnographic challenges . London: Tufnell Press.
14.
Benton, J., Zath, R., & Hensley, F. ( 1996). Negotiating school-university partnerships. Urban Review, 28, 257-278.
15.
Benveniste, L., Carnoy, M., & Rothstein, R. ( 2003). All else equal-Are public and private schools different?New York: RoutledgeFalmer.
16.
Borevi, K. ( 2003). Välfärdsstaten i det mångkulturella samhället [The welfare state in the multicultural society]. Uppsala , Sweden: Uppsala Universitet.
17.
Bouakaz, L. ( 2006). Vem äger nyckel till skolan? [Who owns a key to school?]. In M. Axelsson & N. Bunar (Eds.), Skola, språk och storstad [School, language, and Big-city]. Stockholm: Pocky.
18.
Bouakaz, L. ( 2007). Parental involvement in school: What hinders and what promotes parental involvement in an urban school. Malmö , Sweden: Malmö Högskola.
19.
Bourdieu, P. ( 1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press.
20.
Bourdieu, P. ( 1991). Language and symbolic power. Cambridge, MA: Harvard University Press.
21.
Bourdieu, P. ( 1999). The weight of the world. Cambridge , UK: Polity Press.
22.
Bunar, N. ( 2001). Skolan mitt i förorten [School in the middle of the suburb]. Stockholm: Symposion .
23.
Bunar, N. ( 2004). Det går bra, men det ser fortsatt dåligt ut-slutrapport, utvärderingen av Storstadssatsnigen [It goes well, but it is still looking bad-The final report, evaluation of the new urban policy] . Huddinge, Sweden: Södertörns högskola.
24.
Bunar, N. ( 2005). Den etnifierade urbana fattigdomen och välfärdsstatens reaktioner [The ethnified urban poverty and the welfare state reactions]. Sociologisk Forskning, 4, 57-78.
25.
Bunar, N. ( 2008a). När marknaden kom till förorten [When the market came to the suburb]. Lund, Sweden: Studentlitteratur.
26.
Bunar, N. ( 2008b). The free-schools "riddle." Scandinavian Journal of Educational Research, 52, 423-438.
27.
Bunar, N. ( 2008c). If we only had a few more Swedes. Ungdomsforskning , 1-2, 39-44.
28.
Bunar, N., & Kallstenius, J. (2006). "I min gamla skola lärde jag mig fel svenska"-en studie om skolvalfriheten i det polariserade urbana rummet ["In my old school I learned wrong Swedish"-A study on freedom of choice in a polarized urban space]. Norrköping, Sweden: Integrationsverket.
29.
Bunar, N., & Kallstenius, J. (2007). Valfrihet, integration och segregation i Stockholms stad [Freedom of choice, integration and segregation in Stockholm]. Stockholm: Stockholms Stad.
30.
Chubb, J., & Moe, T. ( 1990). Politics, market and America’s schools. Washington, DC: Brookings Institution.
31.
Coleman, J. ( 1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120.
32.
Coleman, J. ( 1990). Foundations of social theory. Cambridge, MA: Harvard University Press.
Finn, J.D., & Cox, D. ( 1992). Participation and withdrawal among fourth-grade pupils . American Educational Research Journal, 29, 141-162.
36.
Friedman, M. ( 1962). Capitalism and freedom. Chicago: University of Chicago Press.
37.
Fusarelli, L. ( 2003). Political dynamics of school choice. London: Palgrave Macmillan.
38.
Gans, H. ( 1996). The war against the poor. New York : Basic Books.
39.
Goffman, E. ( 1963). Stigma. New York: Simon & Schuster.
40.
Governmental Proposal. (1991/ 1992: 95). Valfrihet och fristående skolor [Freedom of choice and free schools]. Stockholm: Regeringskansliet.
41.
Governmental Proposal. (1997/ 1998: 165). Utveckling och rättvisa-en politik för storstaden för 2000-talet [Development and justice-A big city policy for 21st century]. Stockholm: Regeringskansliet .
42.
Governmental Public Inquiry. (2005). Bortom vi och dom-teoretiska reflektioner om makt, integration och strukturell diskriminering [Beyond we and them-Theoretical reflections on power, integration and structural discrimination]. Stockholm: Fritzes.
43.
Governmental Public Inquiry. (2006). Integrationens svarta bok [The black book of integration]. Stockholm: Fritzes.
44.
Gruber, S. ( 2005). Bara man lär sig svenska [Only you learn Swedish]. Rapport integration 2005. Norrköping, Sweden: Integrationsverket.
45.
Gustafsson, K. ( 2004). Muslimsk skola, svenska villkor [Muslim school, Swedish conditions]. Umeå, Sweden: Boréa.
46.
Gustafson, K. ( 2006). Vi och dom i skola och stadsdel-Barns identitetsarbete och sociala geografier [We and them in school and city district-Children’s identity work and social geographies]. Uppsala, Sweden: Uppsala Universitet.
47.
Harris, A., & Ranson, S. ( 2005). The contradiction of education policy: Disadvantage and achievement. British Educational Research Journal, 31, 571-587.
48.
Henig, J.R. ( 1994). Rethinking school choice. Princeton, NJ: Princeton University Press.
49.
Hirschman, A. ( 1970). Exit, voice and loyalty. Cambridge, MA: Harvard University Press.
50.
Hoxby, C. ( 2001). Rising tide: New evidence on the competition and the public schools. Education Next, 4, 69-74.
51.
Hoxby, C. ( 2003). The economics of school choice. Chicago : University of Chicago Press.
52.
Jargowsky, P. ( 1997). Poverty and the place: Ghettos, barrios and the American city. New York: Rusell Sage.
53.
Karsten, S. ( 1999). Neoliberal education reform in the Netherlands. Comparative Education, 35, 303-317.
54.
Ladd, H. ( 2003). Introduction. In D. N. Plank & G. Sykes (Eds.), Choosing choice- School choice in international perspective. New York: Teachers College Press.
55.
Levacic, R. ( 1995). Local managements of schools: Analysis and practice. Buckingham, UK: Open University Press.
56.
Loury, G. ( 2002). The anatomy of racial inequality. Cambridge, MA: Harvard University Press.
57.
Maile, S. ( 2004). School choice in South Africa. Education and Urban Society, 37, 94-116.
58.
Marshall, T.H. ( 1996). Citizenship and social class. In T. Marshall & T. Bottomore (Eds.), Citizenship and social class (pp. 3-51). London: Pluto Press.
O’Connor, A., Tilly, C. , & Bobo, L. D. (Eds.). (2001). Urban inequality, evidence from four cities. New York: Rusell Sage.
65.
Rabrenovic, G. ( 1998). From consumers to co-producers: Charter schools and education reform in Massachusetts. Sociological Analysis, 1, 125-138.
66.
Rankin, B., & Quane, J. ( 2000). Neighborhood poverty and the social isolation of inner-city AfricanAmerican families. Social Forces, 79, 139-164.
67.
Reay, D. ( 2004). Exclusivity, exclusion, and social class in urban education markets in the United Kingdom. Urban Education, 39, 537-560.
68.
Ristilammi, P.-M. ( 1994). Rosengård och den svarta poesin [Rosengård and the black poetry]. Stockholm: Symposion.
69.
Rivkin, S. ( 1994). Residential segregation and school integration. Sociology of Education, 67, 279-292.
70.
Roosens, E. ( 1995). How multicultural is the school in "multicultural society?" A Belgian case study. International Journal of Educational Research, 23, 11-21.
71.
Runfors, A. ( 2003). Mångfald, motsägelser och marginaliseringar [Diversity, contradictions and marginalizations]. Stockholm : Prisma.
72.
Said, E. ( 1979). Orientalism. Stockholm: MånPocket.
73.
Sanders, M. ( 2003). Community involvement in schools. Education and Urban Society, 35, 161-180.
74.
Sandström, M. ( 2002). Rätt att välja [Right to choose]. Stockholm: Timbro.
75.
Searle, C. ( 1997). Living schools, living communities. London: Tufnell Press.
76.
Sernhede, O. ( 2007). Alienation is my nation. Stockholm : Ordfront Förlag.
77.
Skolverket. (2003a). Valfrihet och dess effekter inom skolområdet [Freedom of choice and its effects within education system]. Stockholm: Author.
78.
Skolverket. (2003b). Vem tror på skolan? [Who believes in school?]. Stockholm : Fritzes.
79.
Skolverket. (2004). Elever med utländsk bakgrund [Students of foreign origin]. Stockholm: Author.
80.
Skrtic, T., & Sailor, W. ( 1996). School-linked services integration. Remedial and Special Education, 17, 271-283.
81.
Södergran, L. ( 2000). Svensk invandrar-och integrationspolitik [Swedish immigrant and immigration policy]. Umeå, Sweden: Umeå Universitet.
Strömblad, P. ( 2003). Politik på stadens skuggsida [Politics on the shadow side of the city]. Uppsala, Sweden: Uppsala Universitet.
84.
Szulkin, R. ( 2007). Den etniska skolsegregeringen [The ethnic school segregation] . In T. R. Burns, N. Machado, Z. Hellgren, & G. Brodin (Eds.), Makt, kultur och kontroll över invandrares livsvillkor [Power, culture, and control over immigrants’ life conditions] (pp. 231-252). Uppsala, Sweden: Acta Universitatis Upsaliensis.
85.
Talbert-Johnson, C. ( 2004). Structural inequities and the achievement gap in urban schools. Education and Urban Society, 37, 22-36.
86.
Venkatesh, S.A. ( 2000). American project. Cambridge, MA: Harvard University Press.
87.
Wacquant, L. ( 1996a). Red belt, black belt: Racial division, class inequality and the state in the French urban periphery and the American ghetto. In E. Mingione (Ed.), Urban poverty and the underclass (pp. 234-274). London: Blackwell.
88.
Wacquant, L. ( 1996b). The rise of advantaged marginality. Acta Sociologica, 39, 121-139.
89.
Whitty, G., Power, S., & Halpin, D. ( 1998). Devolution & choice in education. Buckingham, UK: Open University Press.
90.
Wilson, W.J. ( 1987). The truly disadvantaged. Chicago: University of Chicago Press.
91.
Wilson, W.J. ( 1997). When work disappears. Chicago: Vintage.
92.
Wilson, W.J., & Taub, R. ( 2006). There goes the neighborhood. New York : Vintage.
93.
Young, I.M. ( 1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.
