Multi-ethnic Girls’ Social Positional Identities in Educational Transitions

in Girlhood Studies
View More View Less
  • 1 University of Stavanger
  • 2 Oslo Metropolitan University
Restricted access

Abstract

In this article, we examine the case history of a young multi-ethnic Norwegian girl, whom we call Anna, from the age of 15 to 17 to show how her self-understanding of positionings within her educational transitions illustrates how gendered expectations in a Norwegian context influence girls’ future trajectories. We use the concepts of social positional identities in figured worlds and performativity to explore self-understanding. Anna's case history illustrates how gender performativity comes about out of a complex web of family, school, and societal expectations. We discuss the tensions Anna experienced in her educational trajectory and the changes in her performative positioning when she entered upper secondary school. We consider the ways in which this had implications for her future life trajectory and offer suggestions to educators on how to understand and support the different learning trajectories of multi-ethnic students.

Contributor Notes

Solveig Roth (https://orcid.org/0000-0002-0908-4744) is an Associate Professor in educational anthropology at the University of Stavanger. Her research interests center on ethnic minority students’ everyday learning, identities, and gendered educational trajectories.

Dagny Stuedahl is a Professor in media design at the Department of Journalism and Media Studies at Oslo Metropolitan University. Her research interests center on feminist theory, digital design in pedagogy, participatory methods and co-design with a special focus on collaboration with youth.

Girlhood Studies

An Interdisciplinary Journal

  • Butler, Judith. 1988. “Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory.Theatre Journal 40 (4): 519531. https://doi.org/10.2307/3207893

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Edwards, Richard. 2009. “Introduction: Life as a Learning Context?” In Rethinking Contexts for Learning and Teaching. Communities, Activities and Networks, ed. Gert Biesta, Richard Edwards and Michael Thorpe, 113. London: Routledge.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Erstad, Ola, Øystein Gilje, Julian Sefton-Green, and Hans Christian Arnseth (2016). Learning Identities, Education and Community: Young Lives in the Cosmopolitan City. Cambridge, Cambridge University Press. https://doi.org/10.1017/CBO9781107110908

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Gutierrez, Kris, and Barbara Rogoff. 2003. “Cultural Ways of Learning: Individuals’ Traits or Repertoires of Practice.Educational Researcher 32 (5): 19. https://doi.org/10.3102/0013189X032005019

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Holland, Dorothy, William Lachicotte Jr., Debra Skinner, and Carol Cain. 1998. Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.

    • Search Google Scholar
    • Export Citation
  • Holland, Dorothy, and Kevin Leander. 2004. “Ethnographic Studies of Positioning and Subjectivity: An Introduction.Ethos 32 (2): 127139. https://doi.org/10.1525/eth.2004.32.2.127

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Honkasalo, Veronika. 2013. “‘Save the Girls!’ Gender Equality and Multiculturalism in Finnish Youth Work Contexts.Girlhood Studies. An interdisciplinary Journal. 6 (2): 4764. https://doi.org/10.3167/ghs.2013.060205

    • Search Google Scholar
    • Export Citation
  • Hull, Glynda A., and James G. Greeno. 2006. “Identity and Agency in Nonschool and School Worlds.” In Learning in Places: The Informal Educational Reader, ed. Nicholas C. Burbules, Zvi Bekerman, and Dina Silberman-Keller, 7798. New York: Peter Lang.

    • Search Google Scholar
    • Export Citation
  • Kavli, Hanne C., and Marjam Nadim. 2009. Family Practices and Equality in Immigrant Families. [In Norwegian.] Fafo report 39, Oslo.

  • Ludvigsen, Sten, Andreas Lund, Ingvill Rasmussen, and Roger Säljö. 2011. Learning across Sites: New Tools, Infrastructures and Practices. Oxford: Routledge.

    • Search Google Scholar
    • Export Citation
  • McLeod, Julie, and Lyn Yates. 2006. Making Modern Lives: Subjectivity, Schooling, and Social Change. Albany: State University of New York Press.

    • Search Google Scholar
    • Export Citation
  • Ministry of Children and Families. “Parliament Act no. 7 (2015–2016)” [In Norwegian.]. https://www.regjeringen.no/no/dokumenter/meld.-st.-7-20152016/id2456562/ (accessed 17 June 2019).

    • Export Citation
  • Ministry of Education. “Parliament Act no. 28 (2015–2016)” [In Norwegian.] https://www.regjeringen.no/no/dokumenter/meld.-st.-28-20152016/id2483955/sec1 (accessed 17 June 2019).

    • Export Citation
  • Ministry of Education. 2018. “National Curriculum for Knowledge Promotion” [In Notwegian.] regjeringen.no/no/tema/utdanning/grunnopplaring/kunnskapsloftet/id534689 (accessed 17 June 2019).

    • Export Citation
  • Rogoff, Barbara, and Jean Lave. 1984. Everyday Cognition: Development in Social Context. Cambridge, MA: Harvard University Press.

  • Roth, Solveig, and Ola Erstad. 2015. “Positional identities in Educational Transitions: Connecting Contemporary and Future Trajectories among Multiethnic Girls.Ethnography and Education, 11 (1): 5773. https://doi.org/10.1080/17457823.2015.1040044

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Roth, Solveig, and Dagny Stuedahl. 2017. ‘You Norwegians Think we Female Muslims are Not Free’: Enactment of Gendered Positional Identities during Transition Stages.Gender and Education 31 (6): 756773. https://doi.org/10.1080/09540253.2017.1387235

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Ruitenberg, Claudia W. 2007. “Discourse, Theatrical Performance, Agency: The Analytic Force of ‘Performativity.’” In Philosophy of Education Archive, ed Barbara S. Stengel, 260268. Urbana, IL: The Philosophy of Education Society.

    • Search Google Scholar
    • Export Citation
  • Statistics Norway. 2018. “Immigrants and Norwegian-born to Immigrant Parents.https://www.ssb.no/en/befolkning/statistikker/innvbef (accessed 25 June 2019).

    • Export Citation
  • The National Committee for Research Ethics in the Social Sciences and the Humanities 2016. https://www.etikkom.no/en/our-work/about-us/the-national-committee-for-research-ethics-in-the-social-sciences-and-the-humanities-nesh/ (accessed 1 August 2016).

  • Thomson, Rachel. 2009. Unfolding Lives: Youth, Gender and Change. Bristol: The Policy Press.

  • Urrieta, Luis Jr. 2007. “Figured Worlds and Education: An Introduction to the Special Issue.The Urban Review 39 (2): 107116. https://doi.org/10.1007/s11256-007-0051-0

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Wortham, Stanton. 2004. “The Interdependence of Social Identification and Learning.American Educational Research Journal 41 (3): 715750. https://doi.org/10.3102/00028312041003715

    • Crossref
    • Search Google Scholar
    • Export Citation

Metrics

All Time Past Year Past 30 Days
Abstract Views 103 103 40
Full Text Views 63 63 5
PDF Downloads 31 31 0