Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Educational Responses to Newly Arrived Students in Sweden: Understanding the Structure and Influence of Post-Migration Ecology
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 4, 399-416 p.Article in journal (Refereed) Published
Abstract [en]

Education systems around the world have experienced a rise in the number of newly arrived students. This article explores the manner in which the Swedish education system responds to the diverse needs of these students. Using the concept of post-migration ecology, the authors outline and critically discuss the legal, organisational, and pedagogical responses that make up the educational landscape and structures of post-migration opportunity. The authors point to the emergence of a parallel educational structure and a deficit model in relation to newly arrived students and argue for a shift in perspective to one that recognises individual needs and resources. At stake in such a shift are not only the educational careers of newly arrived students, but also the realisation of the Swedish school system's stated goals of social solidarity and equity.

Place, publisher, year, edition, pages
2016. Vol. 60, no 4, 399-416 p.
Keyword [en]
newly arrived students, education, multiculturalism, policy responses, refugee and asylum seeker children
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
URN: urn:nbn:se:su:diva-126342DOI: 10.1080/00313831.2015.1024160ISI: 000382933200002OAI: oai:DiVA.org:su-126342DiVA: diva2:899188
Funder
Swedish Research Council
Available from: 2016-02-01 Created: 2016-02-01 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

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Nilsson, Jenny
By organisation
Department of Child and Youth Studies
In the same journal
Scandinavian Journal of Educational Research
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 1064 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf