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Moving on or moving back?: The temporalities of migrant students’ lived versus imagined school careers
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
(English)Manuscript (preprint) (Other academic)
Abstract [en]

In migration research there has not been much work on temporal dimensions of migration experiences (with the exception of Griffiths in this journal). This article investigates migrant students’ temporal framings of their lived versus imagined school careers, drawing on participant observation and interviews with students in language introduction classes in upper secondary school in Sweden. The findings document student experiences of temporal descynchronies: as seen in reports of slow time and repetition, suspended time, temporal uncertainty and blockage. The analyses highlight the students’ experiences of being temporally out of line (in Ahmed’s words). The narratives of their past and future school lives reveal a discontinuity between the students' lived school experiences, on the one hand, and imagined school careers on the other, contrasting life as lived with both their own hope and plans and with the school careers of other students. The analyses highlight the importance of including temporal dimensions in the analyses of post-migration school landscapes.

Keyword [en]
migrant students, temporality, lived school career, imagined career, phenomenology of blockage
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
URN: urn:nbn:se:su:diva-136381OAI: oai:DiVA.org:su-136381DiVA: diva2:1052226
Projects
Newly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools
Funder
Swedish Research Council, 2010 5377
Available from: 2016-12-05 Created: 2016-12-05 Last updated: 2017-01-03Bibliographically approved
In thesis
1. Lived transitions: experiences of learning and inclusion among newly arrived students
Open this publication in new window or tab >>Lived transitions: experiences of learning and inclusion among newly arrived students
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis explores how newly arrived students experience conditions for learning and inclusion in their lived transitions within the Swedish school system. The thesis deploys an ethnographic approach combining interviews with participant observation. The data comprise interviews with 22 students at three points in time and three cycles of participant observation over the course of 15 months (in three municipalities of different sizes).

Deploying the concept of post-migration ecology, Study I maps the structural conditions that the educational landscape offers newly arrived students after migration to Sweden. The findings point to the emergence of a parallel school system through which the newly arrived students’ individual needs risk being overlooked. Study II uses a sociocultural perspective to compare the pedagogical and social resources offered in introductory and regular classes, concluding that introductory classes are characterised by weak challenges and strong support, whereas the opposite is true for regular classes. From a critical phenomenological perspective, Study III focuses on the individual students’ embodied experiences of being out of line in school (in a Swedish monolingual school setting). Paradoxically, the separate introductory class in this setting apparently offers a sense of inclusion, whereas the regular class is related to student experiences of exclusion. Study IV analyses temporal aspects of the students' lived transition to upper secondary school. Drawing on a phenomenology of blockage, it documents how extended periods in introductory programmes create a disjunction between the students' imagined and lived school careers. In brief, through analyses that encompass organisational and structural conditions, as well as lived experience, this thesis shows that the lived transitions of newly arrived students can be understood as instances of parallel school lives, a discontinued past and a postponed future.  

Place, publisher, year, edition, pages
Stockholm: Department of Child and Youth Studies, Stockholm University, 2017. 133 p.
Keyword
lived transition, newly arrived students, post-migration ecology, lived school career, imagined school career, inclusion / exclusion, in line / out of line, in place / out of place, embodied experiences, temporality
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
urn:nbn:se:su:diva-136353 (URN)978-91-7649-589-6 (ISBN)978-91-7649-590-2 (ISBN)
Public defence
2017-02-10, föreläsningssalen, Institutionen för ekologi, miljö och botanik, Lilla Frescativägen 5, Stockholm, 13:00 (English)
Opponent
Supervisors
Projects
Newly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools
Funder
Swedish Research Council, 2010 5377
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.

Available from: 2017-01-18 Created: 2016-12-05 Last updated: 2017-01-04Bibliographically approved

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Citation style
  • apa
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