The ethnographic project CIC, Categorizations, Identities and Communication, illuminates processes of categorizations and identities in educational arenas. The project is part of the ongoing work at the CCD research group at Örebro University. Working with a multidisciplinary theoretical framework, the aim of the project is to juxtapose issues of multilingualism, diversity, identity and marginalization processes inside and outside institutional settings. Hence, in line with and in cooperation with other projects at CCD, the CIC project aims to highlight the intersecting processes of learning, language and identity, generating new perspectives on multilingualism as it gets played out inside and outside education. The ethnographic framing in the project encompasses policy material as well as audio and video data from classroom environments. The theoretical framework is grounded on a sociohistorical, sociocultural and decolonial perspectives that center-stage processes of learning, identity, language and marginalization.
During the first phase of the CIC project (2007-2013), categorizations and identity processes in the Swedish language program for adult immigrants, Swedish for immigrants Sfi, was in focus. The analysis included a historical perspective, where policy material from the 1960’s until 2011, as well as interactional data from Sfi classrooms during the first decade of the 21stcentury.
During the second phase of the project (2013-ongoing), the analytical aperture is wider, including compulsory schools, special schools, compulsory school for children with intellectual disabilities etc. The study builds upon results generated during the first phase as well as in the CCD project LISA 21, with the aim of analyzing categorization and marginalization processes in the Swedish educational system with regards to conceptualizations of language, culture and geopolitical place.
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