Iscensatt inkludering. : Gemenskap som mål och utmaning på socionomutbildningen

Sammanfattning: Conflicts between different social groups and people's prejudices have interested social science researchers for a long time. Many have also sought answers to the question of what can be done to bridge and reduce these gaps, divisions and prejudices. This dissertation relates to these discussions and the research process has taken place in several stages. First, an experimental practice has been developed to enable community between different groups within the framework of social work education. The so-called mobilization courses have since continuously meant a common learning situation for teachers, social work students and for students who have been recruited from different service user organizations. The purpose of the study is to investigate what benefits or prevents community among students from different backgrounds when new conditions are created at the university. The study is based on the participants' narratives which are analyzed with the help of the theoretical perspectives on social interaction by Erving Goffman, Gordon Allport, Emanuel Levinas and Martin Buber.During each course there are opportunities to observe processes that involve experiences of increasing community, as well as processes characterized by rejection, gaps or boundary reinforcement. The categorization that takes place when recruiting for the mobilization course is the starting point towards a goal to later deconstruct this division. The invitation to be a part of a transcending community is made through recategorization into a common ingroup, which is made possible by the creation of the inclusive platform.It has become apparent that, in order for community and gap-mending to take place, the decategorizing methods have been necessary. The change that many describe as an expression of increased community is characterized by the fact that one's own role identity to a greater extent is created in interaction with the other students. This often occurs during a risk-taking that is reflected by positive feedback by others. This requires the display of more personal and sensitive experiences. As this might challenge earlier, more individualistic strategies, there is a search for new approaches and common goals. It appears that vulnerability is perceived as a major risk-taking, and the social work students have expressed concern about being affected by the stigma of making their human weakness visible and being categorized as someone who has suffered human problems. The risk of stigma is thus a threat that both the ingroup (social work students) and the outgroup (commission students) relate to.When an identity based on individual performance is changed into a relationship-based identity it entails a certain loss of control. At the same time, the participants become less interchangeable in relation to each other, since it is in community with others that they grow and develop. The study shows that the change towards community is not forever permanent, but students tend to oscillate between different interaction patterns during the course. It also shows that students are taking their own initiatives and developing new strategies to encourage a more relationship-oriented environment.