Abstract

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.

摘要

在后结构性研究中，对少数民族之间广泛记录的“成就差距”的回答是对教育机构单一文化话语及其排他性影响的批评，从而强调了一种偶然的、话语性的多样性概念。然而，在这篇实证文章中，来自丹麦两所种族混合学校的 10 至 15 岁学生指出了一个更具体的、社会和物质的问题。体现在居住模式、休闲活动和家庭社会经济资源方面的多样性。然而，在学年中，这种社会和物质多样性逐渐转变为种族问题，这解释了为什么学生参与教育的机会最终有所不同。本文从辩证唯物主义对霍尔表达概念的解读出发，探讨了这种转变如何在日常学校生活中成为可能，从而认为种族多样性不仅仅是一种偶然的、推论性的建构；它与教育实践中根深蒂固的物质不平等模式密切相关。