Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 30) Show all publications
Spante, M., Varga, A. & Korp, H. (2019). Hitta drivet: Studiemotivation och genusmönster i grundskolan. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Hitta drivet: Studiemotivation och genusmönster i grundskolan
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2019. p. 28
Series
Rapport i korthet
Keywords
Studiemotivation, grundskolan, genus
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14009 (URN)
Available from: 2019-06-28 Created: 2019-06-28 Last updated: 2019-06-28Bibliographically approved
Korp, H., Sjöberg, L. & Thorsen, C. (2019). Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?. Scandinavian Journal of Educational Research, 63(2), 229-244
Open this publication in new window or tab >>Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 2, p. 229-244Article in journal (Refereed) Published
Abstract [en]

In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.

Place, publisher, year, edition, pages
London: , 2019
Keywords
Individual development plans, formative assessment, equity, social reproduction
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11255 (URN)10.1080/00313831.2017.1336478 (DOI)000456295700005 ()2-s2.0-85021155132 (Scopus ID)
Note

Published online: 21 Jun 2017

Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2019-02-12Bibliographically approved
Korp, H., von Brömssen, K., Kittelmann Flensner, K. & Risenfors, S. (2019). Inkludering och likvärdighetför nyanlända eleveri grundskolan: en fallstudie i två kommuner. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Inkludering och likvärdighetför nyanlända eleveri grundskolan: en fallstudie i två kommuner
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2019. p. 152
Keywords
Inkludering, grundskolan, nyanlända
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13932 (URN)978-91-88847-37-9 (ISBN)
Available from: 2019-06-10 Created: 2019-06-10 Last updated: 2019-06-11
Spante, M., Varga, A., Korp, H., Lind, H., Jansson, L., Lindeberg, B. & Adler Johannesson, A.-H. (2018). Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University. In: ICERI2018 Proceedings: . Paper presented at 11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018 (pp. 10347-10356). IATED
Open this publication in new window or tab >>Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University
Show others...
2018 (English)In: ICERI2018 Proceedings, IATED , 2018, p. 10347-10356Conference paper, Published paper (Refereed)
Abstract [en]

This paper aims to highlight challenges and opportunities connected to collaboration between municipal school administrators, principals, teachers and researchers. The current study was formulated in cooperation between researchers and administrators from two rural Swedish municipalities. The study was based on their concern on large gender gap in grades, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially among low-achieving boys.

The project was co-designed in close collaboration between administrators, principals and researchers. The negotiated purpose was thus collaboratively broadened to include not only gender patterns but also other sociological aspects that affect learner identities and motivation. Project information was provided through on-site visits where the project was presented for all staff members at each school in each municipality. During the first year, observations were carried out in grade 6 in five schools, and grade 9 in three schools. Two researchers followed each class one week, by teacher invitation. The focus was on the conditions for learning and motivation offered in class, and on factors supporting and hindering the learning and motivation of girls and boys with different backgrounds and resources. Semi-structured interviews with teachers in the targeted classes (N=18) were held. The interviews focused on the teachers' notions of student achievement and motivation in regard to gendered norms, curriculum and classroom practices. Teachers were also asked to reflect on the possibilities to change prevailing patterns. Semi-structured interviews with students, mostly in pairs (N=70; 39 girls, 31 boys) were carried out. The topics for these interviews were the students' notions of how school, home and peers interplay with their views on learning, motivation and their aspirations for the future. In addition to the practice-based research activities, organizational development and competence building were key ambitions in the cooperation between the two municipalities and the university. The model for this was a one-day workshop for the entire pedagogical staff in the schools at the respective municipality (N=195, N= 65). During these days, local experiences and observations were discussed in relation to presented research concerning study motivation and gender patterns.

Groups of teachers sat together and shared their understandings and reflections. All group conversations were documented in shared online documents for capturing and spreading thoughts and understandings. These shared documents provided a source for further discussions after the actual competence development day. The same model for data gathering will be carried out in year two of the project in order to have a solid foundation for analysis and further recommendations and suggestions. So far, our mutual experience from the range of roles participating in the project, is that the model for co-designing a project combining competence development arrangements with research activities is a fruitful cross-fertilizing process for knowledge creation and professional learning.

Place, publisher, year, edition, pages
IATED, 2018
Keywords
Collaborative research, competence development, motivation, co-design, collaboration
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13448 (URN)10.21125/iceri.2018.0951 (DOI)978-84-09-05948-5 (ISBN)
Conference
11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018
Available from: 2019-01-25 Created: 2019-01-25 Last updated: 2019-01-25Bibliographically approved
Henry, A., Korp, H., Sundqvist, A. & Thorsen, C. (2018). Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters. TESOL quarterly (Print) (2), 247-273
Open this publication in new window or tab >>Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
2018 (English)In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, no 2, p. 247-273Article in journal (Refereed) Published
Abstract [en]

Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers' pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers' language awareness skills become of significant importance.

Keywords
L2 motivation; motivational strategies; activity design; extramural English; authenticity
National Category
Specific Languages Educational Sciences
Research subject
HUMANITIES, English; SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-11925 (URN)10.1002/tesq.394 (DOI)000434419600001 ()2-s2.0-85041848567 (Scopus ID)
Funder
Swedish Research Council, 2013-785
Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2019-03-13Bibliographically approved
Risenfors, S., Korp, H., von Brömssen, K. & Kittelmann Flensner, K. (2018). Studiehandledning för nyanlända elever i svensk skola. Lisetten, 6-8
Open this publication in new window or tab >>Studiehandledning för nyanlända elever i svensk skola
2018 (Swedish)In: Lisetten, ISSN 1101-5128, p. 6-8Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Södertälje: Riksförbundet LISA - Lärare i svenska som andraspråk, 2018
National Category
Educational Sciences
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science; HUMANITIES, Swedish
Identifiers
urn:nbn:se:hv:diva-13297 (URN)
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2019-06-13Bibliographically approved
von Brömssen, K., Risenfors, S. & Korp, H. (2018). Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?. In: : . Paper presented at European Conference on Educational Research ECER2018 Bolzano. Bolzano: European Conference on Educational Research (ECER)
Open this publication in new window or tab >>Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

General description

This research deals with tutoring in the mother tongue to support newly arrived students in Swedish elementary schools. Although Sweden has received many migrants for a long time, educational policies and organization for these students have been fragmented and poorly developed (Bunar, 2010, 2015; Nilsson, 2013). Students with a 'foreign background' have on average lower school results than pupils with a Swedish background (OECD, 2010; The Swedish National Board of Education, 2016). The proportion of students with 'foreign background' has gradually increased since the beginning of the 1990s. Also, in recent years there has been a marked increase in students who immigrated after school start (7 years of age). Many newly arrived students in Sweden don't obtain grades to continue to upper secondary school after grade 9. The proportion of students in this group increased from 37 percent in 2006 to 50 percent in 2015 (The Swedish National Agency for Education, 2016). These results are especially challenging as it is stated in The Swedish Educational Act that "All children and youths shall have equal access to education". It is further stated that "teaching should be adapted to each pupil's circumstances and needs. It should promote the pupils' further learning and acquisition of knowledge based on pupils' backgrounds, earlier experience, language and knowledge." (The Curriculum for the Compulsory School System, the Preschool Class and the Leisure-time Centre, Lgr 11; cf. Guadalupe, 2013). Thus, the Education Act stipulates that the education provided in each school form and in the recreation centre should be equivalent, regardless of where in the country it is provide. Until recently, the most common way to receive newly arrived students in elementary schooling in Sweden have been introductory classes, with the aim of learning Swedish and getting an introduction into Swedish society (Avery, 2017; Simola & Hansson, 2017). This organization have left students with very heterogeneous backgrounds (language, age, capabilities) in the same classroom, which led to uneven equality and arbitrariness in the education (Bunar 2010; Nilsson & Axelsson, 2013). As a consequence of school results and a growing criticism of education for newly arrived students from professionals and researchers, new rules were introduced in the Education Act concerning the this group on January 1, 2016 (Andersson, Lyrenäs & Sidenhag, 2015; Swedish National Agency for Education, 2016). As it is the responsibility of the municipality to implement and organize education for newly arrive students, the local organization differs widely (Avery, 2017). Thus, several models of organizing education for newly arrived students have been added (Avery 2017) and new models are developed. Currently models of direct inclusion in regular classes with language support from tutors in the newly arrived student's mother tongue is given in the Swedish ordinary classroom seem to increase. However, research on school organization for newly arrived students and their actual support in their local schools are scarce. With this research we want to make a contribution to the ongoing European discussion on how to make education available and with a good quality to all newly arrived students (cf. Avery, 2017; Bukus, 2016; European Commission, 2015; Terhart & von Dewitz, 2017; Torbjørnsen, 2017).

Objectives

The objective of the study is to explore organizational models of receiving and supporting newly arrived students in two Swedish municipalities. The study will provide opinions and perspectives of different supporting models for newly arrived students from headmasters, teachers, student tutors as well as from newly arrived students themselves.

Theoretical framework

Theoretically, our contribution builds on a theory of practice developed by O'Reilly (2012) where external structures as well as internal structures in the researched compulsory schools are taken into account. Practices take place in a perspective or "horizon of action" and involve active agency, communities of practice and conjuncturally-specific external structures (O'Reilly, 2012). The concept of situated learning proposed by Lave and Wenger (1991) is used to analyze how wider structures are both preconditioning and limiting variables for outcomes of action. Also a perspective of culturally responsive teaching inspired by Gay (2010) is of importance when analyzing teaching practices.

Methods/methodology

The project draws on qualitative data from seven elementary school and two reception units. These case studies explore arrangements and organizational models of receiving newly arrived students and their support. The data includes interviews with headmasters, teachers, tutors and newly arrived students as well as ethnographic data from observations.

Expected outcomes/result

The analysis show that elementary schools, even within only two Swedish municipalities, varies widely in their organization and support for newly arrived students. This seems to have a background in the school's history and habit of receiving newly arrived students, in the school's leadership and their interest and knowledge of policies and research in the field as well as opportunities for recruiting competent staff. Several of the schools have altered their organizational models for supporting newly arrived students during the last year (2016-2017), working towards involving student tutors in the mother language to support students in their regular classes. These students' tutors have the task of supporting pupils' knowledge development in different subjects and helping the students to the extent possible to the goals of the education. In order to do so they are supposed to plan together with the class-teachers and the subject matter teachers, an organization that is complex and seems quite difficult to accomplish. Our research show that the student tutors' qualifications vary significantly, their position and status and opportunity for participation in the schools vary, their assignments and awareness of the assignment vary, as well as the teachers understanding of what study supervision is and can be and their will and ability to interact as well as the organizational conditions. Under certain conditions the student tutors' have great potential to work as a significant professional, making a positive difference for new students' chances in the education system, and under other conditions more like an assistant. Student tutors in the mother tongue demonstrate concern for the students' emotional and physical conditions, thus creating a caring climate. However, questions on the tutors' language competency and their knowledge level in subject matter areas can be raised in relation to these arrangements.

Place, publisher, year, edition, pages
Bolzano: European Conference on Educational Research (ECER), 2018
Keywords
Newly arrived, tutoring, Sweden
National Category
Religious Studies Learning
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13392 (URN)
Conference
European Conference on Educational Research ECER2018 Bolzano
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-09Bibliographically approved
Korp, H., Risenfors, S., Rinnemaa, P. & Berhanu, G. (2017). Language Training and Meaningful Waiting: the Impact on Refugees' L2, Identity and Agency of taking an Intensive Language Course While in Asylum Accommodation. In: : . Paper presented at ECER 2017 Copenhagen - The European Conference on Educational Research. 22-25 August 2017.
Open this publication in new window or tab >>Language Training and Meaningful Waiting: the Impact on Refugees' L2, Identity and Agency of taking an Intensive Language Course While in Asylum Accommodation
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Language training, refugees, identity
National Category
Learning
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11990 (URN)
Conference
ECER 2017 Copenhagen - The European Conference on Educational Research. 22-25 August 2017
Available from: 2018-01-09 Created: 2018-01-09 Last updated: 2018-01-09Bibliographically approved
von Brömssen, K. & Korp, H. (2017). Mapping of the Newcomers' Reception and Educational Situation and their transition in the School system in Sweden.. In: Abstractbook, ECER 2017: The European Conference on Educational Research, Copenhagen, Denmark 22-25/8, 2017. Paper presented at The European Conference on Educational Research, Copenhagen, Denmark 22-25/8, 2017.. , Article ID 3386.
Open this publication in new window or tab >>Mapping of the Newcomers' Reception and Educational Situation and their transition in the School system in Sweden.
2017 (English)In: Abstractbook, ECER 2017: The European Conference on Educational Research, Copenhagen, Denmark 22-25/8, 2017, 2017, article id 3386Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

ID: 3386 / 26 SES 03 C JS: 426. Educational Leadership Paper (Copy for Joint Session) Alternative EERA Network: 07. Social Justice and Intercultural Education Keywords: migration, newly arrived students, compulsory schooling, Sweden.

Mapping of the Migrating Newcomers' Reception and Educational Situation and their transitions in the School System in Sweden

Kerstin von Brömssen, Helena KorpUniversity West, Sweden,

Presenting Author: von Brömssen, Kerstin; Korp, Helena

Schools and educational practices in Europe are currently challenged by migration and various forms of transnational practices in relation to globalization, war and unequal social conditions (cf. Adams & Kirova 2007; Hamilton & Moore 2004; Rutter 1998).. Migration into Sweden has gone on in different phases and with different intensity since the end of the Second World War and the year 2016, 16% of the population in Sweden are born abroad.

Swedish schools have however adopted slowly and research and national evaluations show low results and a neglect of migrant children and newcomer students’ needs (Bunar 2015; Jonsson & Rudolphi 2010; Nilsson & Bunar 2015). There is however a considerable gap in educational achievement between students who have immigrated after starting school and those who were born in the country or who migrated at a younger age, prior to starting school (Nilsson & Bunar 2015; PISA 2016). Newly arrived students have a double disadvantage in that they in addition to lacking the knowledge of the language often have difficult experiences in connection with the migration. Further, these students are partly seen by teachers and majority students as representatives of ‘the other’, and there is a lack of respect within a dominant discourse on Swedishness (Bunar 2010).

A first aim of this research is to provide a picture of how the newly arrived students are received in school. This will be explored through extensive case-studies in two mid-sized Swedish municipalities which include schools with various experience of multilingual students and arrangements for their inclusion. A second aim is to explore different models and methods, approaches and didactic tools in order to take part in a critical discussion on newly arrived students’ education and possible educational interventions. How newly arrived students are received in schools varies greatly between Swedish municipalities, according to Bunar (2010), and is only sporadically investigated through research at the present.

Research questions

The project aims, through a survey and in-depth case studies in two Swedish municipalities and its compulsory schools:

- Explore how newly arrived pupils are received and included during their first time in the Swedish compulsory school, which models there are for receiving, for teaching and models for transitions, and how the students themselves interpret, experience and handle their education.

- Deepen the knowledge of how the school organization as well as competences, attitudes and approaches at different levels (from administration to the classroom) affects newcomers' opportunities for learning and inclusion.

- Describe examples and general aspects of the organization, approach and didactic tools that promote or hinder newcomers' knowledge and social inclusion.

Theoretical framework

Theoretically we draw on an ecological system perspective as used in work by among others Anderson, Hamilton, Moore, Loewen, and Frater-Mathieson (2004) and Nilsson and Bunar (2015). It builds on the work by Urie Bronfenbrenner (1979, 1992) and his development of a theory for understanding child development. In this theory Bronfenbrenner emphasizes the whole social context and the different systems of relationships that form a child’s environment. Bronfenbrenner separates in his theory between five different environmental levels that influence the child; the microsystem, the mesosystem, the exosystem, the macrosystem and the chronosystem, this in order to understand and organize patterns of the levels experienced by the child . Of importance is to emphasize that the theory states that we are not mere recipients of the experiences we have when socializing in the micro system environment, but we are also contributing to the construction of such environment. In our work this theory will work as an important organizing tool or lens for understanding different levels influencing the lives of newly arrived children

Methodology, Methods, Research Instruments or Sources UsedThe project draws on data from different sources:Interviews at the reception schoolsThe two principals were interviewed individually. Group interviews were made with teachers, L1 assistant teachers and student-health staff. The interviews focused on the function of different professions, on inter-professional cooperation, on the use of students’ assessment results in different domains, and on the students’ transfer to different home schools.Survey to principals in comprehensive schoolsA survey to the principals of all comprehensive schools in the two municipalities. The aim of the survey was to map the schools in regard to their proportion of newly arrived students (children who immigrated within the nearest four years; almost all with refugee-background), and their past experience with multi-lingual children; how they organize for the new-comers learning and social inclusion; their use of assessment information about the new-comers skills and knowledge in different domains; their resources in terms of L1-teachers and assistant teachers etc. School-based case studiesWhile the survey provide a broad image of organizational arrangements and conditions for including new-comer students, 2-3 schools in each of the two municipalities are selected as cases in order to further explore these arrangements and conditions through qualitative methods, and from the views of the main stake-holders: students, parents, teachers and principals. Each case-study is based on 1) ethnographic field-observations in prepatory groups or classrooms, L2 Swedish and L1 lessons, and regular lessons where newcomers are participating,2) interviews with 2-3 new-comer students3) interviews with principal and teaching staffFocus will be on what in the classroom and organization that promote or inhibit educational and social inclusion. We will also look at how the results from initial assessments made at the reception-schools of the students’ skills and knowledge in different domains are used.  Student-based case studiesFor students’ own experiences and perspectives on the transit from the reception schools to regular schools, and on their educational and social situation within different arrangements and school cultures, six students from the reception schools (two from each stage) will be interviewed at different occasions. The first interview includes the students’ parents or legal guardians, and take place at the reception school. The second interview is carried out with after about 3-4 months. Additional interviews are carried out each semester for three years.Data from the survey will be analyzed with simple statistical methods, while the project at large will mainly use interpretive approaches.Conclusions, Expected Outcomes or FindingsIt is our hypothesis grounded in preliminary analysis of the presently available data and our local personal knowledge about the schools (as lecturers visiting students in internship), that the traditionally multicultural and -linguistic schools tend to be more purposefully organized and staffed to cater for second language-learners’ educational needs, with e.g. some examples of systematic collaboration between subject teachers and L1 support-teachers standing out. These schools also tend to have a more linguistically and ethnically diverse staff. Traditionally mono-ethnic schools have naturally have fewer resources in terms of L1-and Swedish L2-teachers, and less intercultural experience. However, the intense refugee-immigration in 2015, brought a situation where new-comer students were included in almost every school of the two municipalities, even schools with no previous experience. This necessitated and led to changes in school culture and organization as well as teaching methods, and thus learning processes on all levels, even the municipal level since resources and school-development had to be facilitated and distributed on a central level in order for the schools to provide equal opportunities for learning. Through this study we hope to find out how the different contexts and set-ups are experienced by the new-comer students, and how it affects them.

National Category
Educational Sciences
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-11401 (URN)
Conference
The European Conference on Educational Research, Copenhagen, Denmark 22-25/8, 2017.
Projects
Mapping of the Migrating Newcomers' Reception and Educational Situation and their transitions in the School System in Sweden
Funder
Region Västra Götaland
Available from: 2017-08-26 Created: 2017-08-26 Last updated: 2019-03-15Bibliographically approved
von Brömssen, K., Kittelmann Flensner, K., Korp, H. & Risenfors, S. (2017). Migrating Newcomers' in the Swedish Educational System - What's the Politics in that?: KAN-projektet: Kartläggning av nyanlända elevers utbildningssituation och övergångar i grundskolan.. In: : . Paper presented at IMER-konferens, 24/11, 2017, Örebro,Sweden, within the theme: Identifying the Political: Migration, racism and class society.
Open this publication in new window or tab >>Migrating Newcomers' in the Swedish Educational System - What's the Politics in that?: KAN-projektet: Kartläggning av nyanlända elevers utbildningssituation och övergångar i grundskolan.
2017 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The Swedish Parliament and the Government draw up the overall national goals regarding the educational system. Education in Sweden has had a strong element of redistribution in the systems and thus high taxes, which was developed after the Second World War, but had ideological roots in the labor movement back from the late 1800s. One example of the welfare model is that Sweden offers free education from age 6 to 19 and also free school lunches. However, over the last twenty years the welfare model has changed due to globalization and an increase in international financial competition. The Swedish school system's organization and capacity is currently challenged as many newly arrived children and youth arrive in the country. Thus, pressing questions among others are: How are newly arrived children included and integrated into the Swedish school system? What are these childrens’ rights and possibilities of getting an equal education in comparison to Swedish-born children and youth? In documents form the Swedish National Agency for Education it is stated that the top priority is to include all newly arrived pupils into ordinary education as soon as possible, which is in line with a strong discourse of inclusion in the Swedish educational system.  This paper will discuss newcoming and asylum seeking childrens’ and youths’ rights and obligations in the Swedish school system, as well as political tensions in the system expressed by local representatives working within the Swedish educational system. The data come from document studies and interviews in the project, “Mapping of the Newcomers' Reception and Educational Situation, and their Transitions in the Swedish School System” (KAN) located at University West, Sweden.

 

National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11818 (URN)
Conference
IMER-konferens, 24/11, 2017, Örebro,Sweden, within the theme: Identifying the Political: Migration, racism and class society
Available from: 2017-11-26 Created: 2017-11-26 Last updated: 2019-03-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0127-0999

Search in DiVA

Show all publications