نبذة مختصرة : The purpose of this study is to investigate how Swedish high schools and its personnel address issues connected to honor and the challenges that accompany these issues for exposed students. Thus, the study aims to shed light upon how professional school personnel respond to challenges in conjunction with honor related issues. In this study, the actors' perceived operational work related to honor has been studied through semi structured interviews with three teachers, two principals and two counselors. The empirical data, collected through these interviews, has been analyzed using a thematic analysis method and three key themes have been formulated. Furthermore the empirical data has been analyzed through the lens of Bourdieu's theoretical framework, including key concepts such as habitus, social field, and different forms of capital. Firstly, the analysis shows that the actors are lacking educational capital in the form of knowledge about honor and its characteristics. This lack of educational capital is expressed through inadequate action plans, difficulties in implementing honor in teaching and challenges in recognizing characteristics of students that may be exposed. Secondly, the analysis shows that the school personnel perceive their own degree of responsibility in a variety of ways. In addition to this, the analysis indicates that there is a lacking cooperation between the school personnel and other actors outside the field of education. Lastly, the analysis suggests that the school's actors face challenges in the form of a dual role between their work and personal habitus. The conclusion emphasizes that all actors in the field of education recognize the honor problem as important for the school to work with, but that the school does not have the tools required to meet the challenges that are found.
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