Hassan Sharif

Short presentation

PhD. Sociology of Education and Senior Lecturer in Child- and Youth Studies

Research

Ongoing research projects:

School Social Work - Preventive Social Work and Early Intervention with Pupils in Primary and Lower Secondary Schools

Forte financed research project. Diary number: 2023-01818. Project period: 2024-04-01--2030-03-31.

This project focuses on an intervention with social workers in a primary and lower secondary school in Uppsala, method development and experiences from both a child and a professional perspective. The project is part of a larger Forte-funded program. The principal investigator of the research program is Pia Tham, Professor in Social Work at Uppsala University. Project title: What Works? Early identification of children and young people at risk of harm. Knowledge and method development in collaboration with social services, schools, police, Childcare centres and clients, in which researchers, in collaboration with Uppsala Municipality, are working to establish long-term models for knowledge and method development for prevention and early intervention in social services for children and young people.

Everyday Racisms in the Superdiverse Swedish School: Children's experience and Educational Practices

The Swedish Research Council (Diary Number: 2024-05218). Project period: 2025-01-01--2028-12-31. The principal investigator of the project: Claes Tängh Wrangel.

Education is often defined as key to combatting racism. At the same time, research has shown that racism is a part of everyday life in Swedish schools. This project foregrounds the voices of children affected by racism, and analyses how different forms of everyday racisms is experienced, enabled, practiced and potentially countered in the superdiverse life-word of Swedish public upper-secondary education. Our starting point is that the complex nature of everyday racisms, and the experiences of children and youth, cannot be understood without taking into account how of the concepts of racism, discrimination and integration is understood, discussed, defined and practiced across the different levels of the complex Swedish educational policy chain. To that end, the project employs a contextual approach that combines 1) ethnographic field work in a public upper secondary school, characterized by a socio-cultural and socio-economic heterogenous student population, 2) interviews with students, teachers and school leaders, as well as 3) quantitative and qualitative discourse- and sociolegal analysis of policy documents, legal frameworks and political debates on racism, discrimination and integration across the many levels of the Swedish educational system. The project aims to provide important knowledge and tools for educators, school leaders and decision makers, in their work to address issues of racism and racial inequality in education.