معرفی
Layal Wiltgren serves as Associate Professor at Linköping University's Department of Behavioural Sciences and Learning (IBL), specifically within the Division of Education, Teaching and Learning (PEDI). She teaches and coordinates multiple courses in the Teacher Education Programme, focusing on practical and theoretical aspects of educational practice.
Education:
- Dual degree in Psychology and Social Anthropology
- Doctoral degree from Tema Barn, Linköping University (2014)
Her research pioneers the concept of "polite exclusion"—subtle verbal and non-verbal acts that socially isolate high-achieving minority ethnic students despite institutional claims of inclusivity. She investigates why school staff remain unaware of these dynamics, particularly how colorblind approaches in Swedish classrooms render ethnicity invisible in peer interactions. This work spans both socially disadvantaged and privileged school environments, revealing that academic success does not guarantee social acceptance for immigrant-origin students.
Analysis of her publications shows consistent focus on micro-interactions in educational settings, with increasing international scope (evidenced by the 2025 cross-country study). Her methodology combines year-long participant observation with in-depth interviews, primarily examining Swedish high schools while developing frameworks applicable to global contexts of colorblind racism in education.
Scientific Awards:
- Prize for Year's Best Thesis at Linköping University
Dr. Wiltgren secured significant research funding as project leader for the FORTE-financed study "High-performing Students with Migrant Backgrounds: Identities and Success Strategies." While her course coordination role involves mentoring teacher education students, specific doctoral advisees aren't documented. Her collaborative network includes international scholars, as demonstrated by the 2025 publication with researchers from three countries, reflecting growing global engagement with her exclusion frameworks.
Her work operates within IBL's Division of Education, Teaching and Learning, which focuses on human behavior in educational contexts. Current research directions emphasize making "polite exclusion" visible to educators and developing practical interventions for inclusive classroom practices that acknowledge ethnic diversity without tokenism.
