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A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness

Blennow, Katarina LU ; Neuhaus, Sinikka LU and McIntyre, Joanna (2018) ECER European Educational Research Association 2018
Abstract

There are more child refugees in Europe than at any point since the
end of the Second World War (Save the Children 2016).  This is affecting
both communities on the move and communities where uprooted people are
resettling. A humanitarian problem on this scale demands a socially just
response. For young refugees, education is a fundamental means of
integrating into their new context and the act of going to school is a
facilitating factor in their resumption of an everyday existence after
periods of traumatic upheaval.

This paper’s focus is a case study
of how schools work with newly arrived children in England (historically
both focus and locus for immigrants) and Sweden (to whom large... (More)

There are more child refugees in Europe than at any point since the
end of the Second World War (Save the Children 2016).  This is affecting
both communities on the move and communities where uprooted people are
resettling. A humanitarian problem on this scale demands a socially just
response. For young refugees, education is a fundamental means of
integrating into their new context and the act of going to school is a
facilitating factor in their resumption of an everyday existence after
periods of traumatic upheaval.

This paper’s focus is a case study
of how schools work with newly arrived children in England (historically
both focus and locus for immigrants) and Sweden (to whom large numbers
of immigrants are a new phenomenon). Understanding the positioning of
the newly arrived within national educational policy discourses
illuminates the values underpinning political decision making in these
two differing European contexts (Ball 1998, 124). Policies and practices
in these contexts which lead to, or obstruct, new arrivals living an
everyday life and participating in education are examined through the
two theoretical concepts: ‘participatory parity’ (Fraser 2003) and
‘resumption of an ordinary life’ (Kohli 2014) as we explore each state’s
policy response.

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Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to conference
publication status
published
subject
keywords
Refugee Education, policy, Social Justice
conference name
ECER European Educational Research Association 2018
conference location
Bolzano, Italy
conference dates
2018-09-04 - 2018-09-07
language
English
LU publication?
yes
id
53249509-efed-4357-9fca-30111bc02cf9
alternative location
https://eera-ecer.de/ecer-programmes/conference/23/contribution/44527/
date added to LUP
2018-11-14 13:59:14
date last changed
2018-11-26 15:54:02
@misc{53249509-efed-4357-9fca-30111bc02cf9,
  abstract     = {<p>There are more child refugees in Europe than at any point since the <br>
end of the Second World War (Save the Children 2016).  This is affecting<br>
 both communities on the move and communities where uprooted people are <br>
resettling. A humanitarian problem on this scale demands a socially just<br>
 response. For young refugees, education is a fundamental means of <br>
integrating into their new context and the act of going to school is a <br>
facilitating factor in their resumption of an everyday existence after <br>
periods of traumatic upheaval.</p><p>This paper’s focus is a case study <br>
of how schools work with newly arrived children in England (historically<br>
 both focus and locus for immigrants) and Sweden (to whom large numbers <br>
of immigrants are a new phenomenon). Understanding the positioning of <br>
the newly arrived within national educational policy discourses <br>
illuminates the values underpinning political decision making in these <br>
two differing European contexts (Ball 1998, 124). Policies and practices<br>
 in these contexts which lead to, or obstruct, new arrivals living an <br>
everyday life and participating in education are examined through the <br>
two theoretical concepts: ‘participatory parity’ (Fraser 2003) and <br>
‘resumption of an ordinary life’ (Kohli 2014) as we explore each state’s<br>
 policy response.</p>},
  author       = {Blennow, Katarina and Neuhaus, Sinikka and McIntyre, Joanna},
  keyword      = {Refugee Education,policy,Social Justice},
  language     = {eng},
  location     = {Bolzano, Italy},
  month        = {09},
  title        = {A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness},
  year         = {2018},
}