School–Muslim Parent Collaboration in Finland and Sweden: Exploring the Role of Parental Cultural Capital

References

• Berglund, J. (2017). Secular normativity and the religification of Muslims in Swedish public schooling. Oxford Review of Education, 43(5), 524–535. https://doi.org/10.1080/03054985.2017.1352349
   Web of Science ®Google Scholar
• Bourdieu, P. (1984). Distinction. Routledge.
   Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 242–258). Greenwood.
   Google Scholar
• Bourdieu, P., & Passeron, J.-C. (1977). Reproduction in education, society, and culture. Sage.
   Google Scholar
• Byström, M., & Frohnert, P. (2017). Invandringens historia – från ‘folkhemmet’ till dagens Sverige [History of immigration – from “the peoplés home” to todaýs Sweden]. Report 2017:5. Delmi Kunskapsöversikt. Retrieved from http://www.delmi.se/publikationer-seminarier/invandringens-historia-fran-folkhemmet-till-dagens-sverigekunskapsoversikt-20175
   Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
   Google Scholar
• Coulangeon, P. (2017). Cultural openness as an emerging form of cultural capital in contemporary France. Cultural Sociology, 11(2), 145–164. https://doi.org/10.1177/1749975516680518
   Web of Science ®Google Scholar
• Dronkers, J., & vander Velden, R. (2013). Positive but also negative effects of ethnic diversity in schools on educational achievement? An empirical test with cross-national PISA-data. In M. Windzio (Ed.), Integration and inequality in educational institutions (pp. 71–98). Springer.
   Google Scholar
• Dronkers, J., & Fleischmann, F. (2010). The educational attainment of second-generation immigrants from different countries of origin in the EU member states. In J. Dronkers (Ed.), Quality and inequality of education: Cross-national perspectives (pp. 163–204). Springer.
   Google Scholar
• Elo, S., & Kyngäs, H. (2007). The qualitative content analysis. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
   Web of Science ®Google Scholar
• Epstein, J. (2014). Habermas, virtue epistemology, and religious justifications in the public sphere. Hypatia, 29(2), 422–439. https://doi.org/10.1111/hypa.12035
   Web of Science ®Google Scholar
• Franceschelli, M., & O’Brien, M. (2014). ’Islamic capital’ and family life: The role of Islam in parenting. Sociology, 48(6), 1190–1206. https://doi.org/10.1177/0038038513519879
   Google Scholar
• Haga, R. (2015). ‘Freedom has destroyed the Somali family’. Somali parents’ experiences of epistemic injustice and its influence on their raising of Swedish Muslims. In M. Sedgwick (Ed.), Making European Muslims: Religious socialization among young Muslims in Scandinavia and Western Europe (pp. 39–55). Routledge.
   Google Scholar
• Ipgrave, J. (2010). Including the religious viewpoints and experiences of Muslim students in an environment that is both plural and secular. Journal of International Migration and Integration, 11(1), 5–22. https://doi.org/10.1007/s12134-009-0128-6
   Google Scholar
• Ishimaru, A. M., Torres, K. E., Salvador, J. E., Lott, J., Williams, D. M. C., & Tran, C. (2016). Reinforcing deficit, journeying toward equity: Cultural brokering in family engagement initiatives. American Educational Research Journal, 53(4), 850–882. https://doi.org/10.3102/0002831216657178
   Web of Science ®Google Scholar
• Khattab, N., & Modood, T. (2018). Accounting for British Muslim’s educational attainment: Gender differences and the impact of expectations. British Journal of Sociology of Education, 39(2), 242–259. https://doi.org/10.1080/01425692.2017.1304203
   Web of Science ®Google Scholar
• Kilpi-Jakonen, E. (2012). Does Finnish educational equality extend to children of immigrants? Examining national origin, gender and the relative importance of parental resources. Nordic Journal of Migration Research, 2(2), 167–181. https://doi.org/10.2478/v10202-011-0039-4
   Google Scholar
• Kim, Y. (2009). Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents. Educational Research Review, 4(2), 80–102. https://doi.org/10.1016/j.edurev.2009.02.003
   Web of Science ®Google Scholar
• Kinnvall, C., & Nesbitt-Larking, P. (2011). Citizenship regimes and identity strategies among young Muslims in Europe. In A. Azzi, X. Chryssochoou, B. Klandermans, & B. Simon (Eds.), Identity and participation in culturally diverse societies (pp. 195–219). Wiley-Blackwell.
   Google Scholar
• Kittelmann-Flensner, K. (2015). Religious education in contemporary pluralistic Sweden. University of Gothenburg.
   Google Scholar
• Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32(5–6), 567–606. https://doi.org/10.1023/B:RYSO.0000004951.04408.b0
   Web of Science ®Google Scholar
• Larsson, G. (2015). Sweden. In O. Scharbrodt, S. Akgönül, A. Alibašić, & J. Nielsen (Eds.), Yearbook of Muslims in Europe (pp. 549–561). Brill.
   Google Scholar
• Leopold, L., & Shavit, Y. (2013). Cultural capital does not travel well: Immigrants, natives and achievement in Israeli schools. European Sociological Review, 29(3), 450–463. https://doi.org/10.1093/esr/jcr086
   Web of Science ®Google Scholar
• Lunneblad, J., & Johansson, T. (2012). Learning from each other? Multicultural pedagogy, parental education and governance. Race Ethnicity and Education, 15(5), 705–723. https://doi.org/10.1080/13613324.2011.624508. Search Google Scholar for this author.
   Web of Science ®Google Scholar
• Martinez-Cosio, M., & Martinez Iannacone, R. (2007). The tenuous role of institutional agents. Parent liaisons as cultural brokers. Education and Urban Society, 39(3), 349–369. https://doi.org/10.1177/0013124506298165
   Web of Science ®Google Scholar
• McCreery, E., Jones, L., & Holmes, R. (2007). Why do Muslim parents want Muslim schools? Early Years: An International Research Journal, 27(3), 203–219. https://doi.org/10.1080/09575140701594350
   Google Scholar
• Merry, M. (2005). Advocacy and involvement: The role of parents in western Islamic schools. Religious Education: The Official Journal of the Religious Education Association, 100(4), 374–385. https://doi.org/10.1080/00344080500308512
   Web of Science ®Google Scholar
• Modood, T. (2003). Muslims and the politics of difference. The Political Quarterly, 74(1), 100–115. https://doi.org/10.1111/j.1467-923X.2003.00584.x
   Google Scholar
• Modood, T. (2004). Capitals, ethnic identity and educational qualifications. Cultural Trends, 13(2), 87–105. https://doi.org/10.1080/0954896042000267170
   Google Scholar
• Multiculturalism Policy Index. (2010). Retrieved from: http://www.queensu.ca/mcp/
   Google Scholar
• Olneck, M. (2000). Can multicultural education change what counts as cultural capital? American Educational Research Journal, 37(2), 317–348. https://doi.org/10.3102/00028312037002317
   Web of Science ®Google Scholar
• Pauha, T. (2015). Finland. In O. Scharbrodt, S. Akgönül, A. Alibašić, & J. Nielsen (Eds.), Yearbook of Muslims in Europe (pp. 209–225). Brill.
   Google Scholar
• Pauha, T. (2018). Religious and national identities among young Muslims in Finland: A view from the social constructionist social psychology of religion. University of Helsinki.
   Google Scholar
• Pew Research Center. (2018). Being Christian in Western Europe. Retrieved from: http://www.pewforum.org/wp-content/uploads/sites/7/2018/05/Being-Christian-in-Western-Europe-FOR-WEB1.pdf
   Google Scholar
• Prieur, A., & Savage, M. (2013). Emerging forms of cultural capital. European Societies, 15(2), 246–267. https://doi.org/10.1080/14616696.2012.748930
   Web of Science ®Google Scholar
• Reay, D. (2010). Education and cultural capital: The implications of changing trends in education policies. Cultural Trends, 13(2), 73–86. https://doi.org/10.1080/0954896042000267161
   Google Scholar
• Reay, D., Hollingworth, S., Williams, K., Crozier, G., Jamieson, F., James, D., & Beedell, P. (2007). A Darker Shade of Pale?’ Whiteness, the middle classes and multi-ethnic Inner City schooling. Sociology, 41(6), 1041–1060. https://doi.org/10.1177/0038038507082314
   Google Scholar
• Rissanen, I. (2018). Negotiations on inclusive citizenship in a post-secular school: Perspectives of “cultural broker” Muslim parents and teachers in Finland and Sweden. Scandinavian Journal of Educational Research, 64(1), 135–150. https://doi.org/10.1080/00313831.2018.1514323
   Web of Science ®Google Scholar
• Rissanen, I. (2019). School principals’ diversity ideologies in fostering the inclusion of Muslims in Finnish and Swedish schools. Race Ethnicity and Education, https://doi.org/10.1080/13613324.2019.1599340
   Web of Science ®Google Scholar
• Rissanen, I. (2020). Muslim teachers as cultural brokers. In M. Gutman, Z. Bekerman, & W. Zayusi (Eds.), Being a minority teacher in a Foreign culture. Springer press. Forthcoming.
   Google Scholar
• Ross-Seriff, F., Taqi Tirmazi, M., & Walsh, T. R. (2007). Cultural and religious contexts of parenting by immigrant South Asian Muslim mothers. In J. E. Lansford, K. Deater-Deckard, & M. H. Bornstein (Eds.), Immigrant families in contemporary society (pp. 194–211). Guilford.
   Google Scholar
• Shim, J. M. (2012). Pierre Bourdieu and intercultural education: It is not just about lack of knowledge about others. Intercultural Education, 23(3), 209-220. https://doi.org/10.1080/14675986.2012.701987
   Google Scholar
• Timmermans, S., & Tavory, I. (2012). Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory, 30(3), 167–186. https://doi.org/10.1177/0735275112457914
   Web of Science ®Google Scholar
• Vassenden, A., & Jonvik, M. (2019). Cultural capital as a hidden asset: Culture, egalitarianism and INTER-class social encounters in Stavanger, Norway. Cultural Sociology, 13(1), 37–56. https://doi.org/10.1177/1749975518782244
   Web of Science ®Google Scholar
• von Brömssen, K., & Olgaç, C. (2010). Intercultural education in Sweden through the lenses of the national minorities and of religious education. Intercultural Education, 21(2), 121–135. https://doi.org/10.1080/14675981003696263
   Google Scholar
• Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397. https://doi.org/10.1080/00131911.2013.780009
   Web of Science ®Google Scholar
• Woodward, I., Skrbis, Z., & Bean, C. (2008). Attitudes towards globalization and cosmopolitanism: Cultural diversity, personal consumption and the national economy. The British Journal of Sociology, 59(2), 207–226. https://doi.org/10.1111/j.1468-4446.2008.00190.x
   PubMed Web of Science ®Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
   Google Scholar
• Zilliacus, H., Paulsrud, B., & Holm, G. (2017). Essentializing vs. Non-essentializing students’ cultural identities: Curricular discourses in Finland and Sweden. Journal of Multicultural Discourses, 12(2), 166–180. https://doi.org/10.1080/17447143.2017.1311335
   Web of Science ®Google Scholar