From subjects of knowledge to subjects of integration? Newly arrived students with limited schooling in Swedish education policy
Bibliographic Data
| ID | 12928745 |
|---|---|
| Authors | Malin Brännström (0000-0001-9829-100X, corresponding author) |
| Year | 2021 |
| Volume | 13 |
| Issue | 1 |
| Pages | 14-27 |
| Publication date | 2021-01-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1757743820986835 |
| OpenAlex | W3125633664 |
| Language | EN |
| Citations received | 6 |
| References cited | 15 |
The education of newly arrived students is a debated global policy issue. Less attention has been paid to the sub-group of students with limited experience of schooling, referred to here as ‘newly arrived students with limited schooling’ (NALS). This article explores Swedish policy frameworks that inform the education of newly arrived students, comparing policy approaches from two time periods (1983–1996 and 2013–2016) during which the numbers of NALS were said to be increasing in Swedish compulsory schools. Framed within a poststructural approach to policy analysis and Foucault’s theorisation of heterotopian spaces, the analysis explores policies’ representation of separate teaching groups for newly arrived students, with a particular focus on what these spaces have to offer NALS. The findings indicate a shift between the two periods: from a focus on knowledge acquisition in policies of the 1980s and 1990s towards an emphasis on integration in those of the 2010s. This shift is particularly evident in relation to NALS, whose educational needs are discussed only to a limited extent in relation to subject knowledge in the 2010s policies. It is argued that this serves to homogenise the educational needs of the category newly arrived, thereby potentially obscuring the conception of NALS
Compulsory education · Focus (optics · Focus group · Pedagogy · Policy analysis · Political science · Politics · Public relations · Relation (database · Representation (politics · Sociology · Subject (documents · Global Education and Multiculturalism · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Law · Public Administration
Voices of transition
“I didn’t know how to write in Norwegian and even less in Sámi”. Narratives of limited literacy in the reports of the Norwegian and Swedish truth and reconciliation commissions
From policy to practice
Not integrated at all. Whatsoever’
Struggling to teach “those who struggle”. The education of newly arrived students with limited schooling in two Swedish compulsory schools
Extended basic education programme for newly arrived migrant students in Norway
Educational Responses to Newly Arrived Students in Sweden
Whose Deficit Is This Anyhow? Exploring Counter-Stories of Somali Bantu Refugees' Experiences in "Doing School"
Learning to Be Literate
Poststructural Policy Analysis
Heterotopic affinity spaces
Education without a shared language
Included as excluded and excluded as included
Patterns of racialised discourses in Norwegian teacher education policy
Second language acquisition by low-literate learners
The “Culture” of Migrant Pupils
A Matter of Self-Governance and Control The Reconstruction of Swedish Education Policy
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |