@article{Wedin_2017, title={Non-challenging education and teacher control as factors for marginalization of students in diverse settings}, volume={6}, url={https://iejee.com/index.php/IEJEE/article/view/45}, abstractNote={<p>This article discusses teachers’ attitudes towards immigrant students in poor settings and the<br>effect these attitudes have on organization of education on classroom level. It draws on results<br>from two ethnographic studies where some primary school classes in Sweden were followed<br>with participant observation and interviews as main research methods. The article focuses on<br>classroom activities and teachers’ attitudes towards immigrant students and students with low<br>socio-economic status. In the article is argued for the importance of presenting students in poor<br>settings with demanding tasks and challenging education. In these cases, intellectually<br>undemanding tasks in combination with little room for students’ own initiatives resulted in low<br>enthusiasm among students regarding schoolwork and accordingly low learning, while<br>classroom work that demanded active involvement by students in combination with high level of<br>students’ influence on what took place in classrooms resulted in high level of students’<br>engagement and high outcome.</p>}, number={2}, journal={International Electronic Journal of Elementary Education}, author={Wedin, Asa}, year={2017}, month={Aug.}, pages={275–294} }