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“I Never Want to Lose That Key”: on school as an opportunity structure for unaccompanied refugee children in Sweden
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
Number of Authors: 22020 (English)In: Nordic Journal of Migration Research, E-ISSN 1799-649X, Vol. 10, no 1, p. 69-86Article in journal (Refereed) Published
Abstract [en]

In recent years, a large number of refugee children have arrived in Sweden. In this article, 15 Afghan boys tell us about their normative longing for education and schooling (should), their experiences of school as an opportunity structure (being) and the resilience of their personal agency as regards succeeding in school (doing). Our empirical data indicate that, particularly thanks to the efforts of many individual teachers, the boys' should, being and doing are connected and relatively strong. Nevertheless, school as an opportunity structure also entails challenges: an overly one-sided concentration on the Swedish language as well as frequent absence of multilingual classroom assistants, native language instruction, and inclusion. At the same time, the boys long for and work hard to achieve school success. Strong resilience is not individual, however; it works in connection with a preserved should and a strongly developed, activating being.

Place, publisher, year, edition, pages
2020. Vol. 10, no 1, p. 69-86
Keywords [en]
Newly arrived students, Unaccompanied refugee children, Scaffolding, School opportunity structure, School achievement
National Category
Sociology Pedagogical Work
Identifiers
URN: urn:nbn:se:su:diva-187724DOI: 10.2478/njmr-2019-0027ISI: 000578877200005OAI: oai:DiVA.org:su-187724DiVA, id: diva2:1510323
Available from: 2020-12-15 Created: 2020-12-15 Last updated: 2024-03-12Bibliographically approved

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Jahanmahan, Farhad

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