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'Sitting on embers': a phenomenological exploration of the embodied experiences of inclusion of newly arrived students in Sweden
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2016 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 28, no 7, 823-838 p.Article in journal (Refereed) Published
Abstract [en]

What can we learn from and with the body in order to understand more about the (lived) experiences of newly arrived students in schools? This question has hitherto been given little attention in relation to the field of migration and education. Using the perspective of Ahmed's critical feminist phenomenology, this article aims to explore the embodied experiences of the different contexts that newly arrived students encounter in a rural monolingual school in Sweden. The empirical data are based on participant observation conducted in introductory and mainstream classrooms, as well as interviews undertaken with newly arrived students during a year of fieldwork. The findings of our study show how close attention to newly arrived students' embodied experiences can help to dispel prevailing myths surrounding inclusion, bringing to light thereby how the current lived conditions of inclusion in fact carry with them lines of exclusion.

Place, publisher, year, edition, pages
2016. Vol. 28, no 7, 823-838 p.
Keyword [en]
newly arrived students, migration, embodied experiences, feminist phenomenology, inclusion, exclusion
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
URN: urn:nbn:se:su:diva-126344DOI: 10.1080/09540253.2015.1093103ISI: 000388687200002OAI: oai:DiVA.org:su-126344DiVA: diva2:899190
Funder
Swedish Research Council
Available from: 2016-02-01 Created: 2016-02-01 Last updated: 2017-01-09Bibliographically 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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