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  • 1.
    Hultqvist, Elisabeth
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Om lärarnas förändrade yrkesvillkor2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 3, p. 52-56Article in journal (Other academic)
  • 2.
    Hultqvist, Elisabeth
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Une école en crise?2010In: Parcours d’une sociologue figures d’un engagement: Hommage à Monique de Saint Martin / [ed] Mihai Dinu Gheorghui & Daniella Rocha, Paris: École des Hautes Études en Sciences Sociales , 2010Chapter in book (Other academic)
  • 3.
    Hultqvist, Elisabeth
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Palme, Mikael
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Stå vid rodret eller tappa bort sig: en sociologisk studie av rekryteringen till lärarutbildningen och dess följder2009In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 77-94Article in journal (Other academic)
  • 4.
    Larsson, Eric
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hultqvist, Elisabeth
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Desirable places: spatial representations and educational strategies in the inner city2018In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 39, no 5, p. 623-637Article in journal (Refereed)
    Abstract [en]

    This article examines how the outcome of neoliberal educational reforms has affected urban schooling in the inner city of Stockholm - making it into a centralized nexus or a hot-spot' for students and schools. The aim is to analyse how geographical place and space have become major distinctive criteria in inner-city students' educational strategies, as well as a comparative advantage for upper-secondary schools in the fierce in-between school competition. The data consist of interviews with close to 120 participants, official statistics and marketing from 55 inner-city upper-secondary schools. Our findings suggest that the growing commodification and upward socio-spatial homogenization of the inner city both affect the way schools use spatial representations in their marketing and also the strategies deployed by students in their school choice.

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