Intended Inclusions, Unintended Exclusions: Newly Arrived Children in the Swedish Education System
(2018) SIMV10 20181Graduate School
Master of Science in Global Studies
- Abstract
- The proposed study aimed to understand the conditions central to the inclusion and exclusion of the newly arrived children in the Swedish education system by investigating the relevant procedures and actual practices. By employing an inductive qualitative approach, the data were collected from official documents and expert interviews with the responsible actors in the field i.e. government servants, educators and NGO representatives via a fieldwork conducted in Lund, a student town in southern Sweden. Using theory grounded on the collected data, it was found that the organizational conditions i.e. procedures, language education, financial resources, and children’s conditions i.e. age differentials, living circumstances, and legal status... (More)
- The proposed study aimed to understand the conditions central to the inclusion and exclusion of the newly arrived children in the Swedish education system by investigating the relevant procedures and actual practices. By employing an inductive qualitative approach, the data were collected from official documents and expert interviews with the responsible actors in the field i.e. government servants, educators and NGO representatives via a fieldwork conducted in Lund, a student town in southern Sweden. Using theory grounded on the collected data, it was found that the organizational conditions i.e. procedures, language education, financial resources, and children’s conditions i.e. age differentials, living circumstances, and legal status have intended including and unintended excluding effects for the newly arrived children in the school system. Due to the paradoxical nature of these concepts, it is argued that there always exists a tension between states of inclusion and exclusion. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8958254
- author
- Kizildag, Zeynep LU
- supervisor
- organization
- alternative title
- Newly Arrived Children in the Swedish Education System: A qualitative expert interview study conducted in Lund, Sweden
- course
- SIMV10 20181
- year
- 2018
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Swedish education system, newly arrived children, education, inclusion, exclusion
- language
- English
- id
- 8958254
- date added to LUP
- 2018-09-14 12:04:39
- date last changed
- 2018-09-14 12:04:39
@misc{8958254, abstract = {{The proposed study aimed to understand the conditions central to the inclusion and exclusion of the newly arrived children in the Swedish education system by investigating the relevant procedures and actual practices. By employing an inductive qualitative approach, the data were collected from official documents and expert interviews with the responsible actors in the field i.e. government servants, educators and NGO representatives via a fieldwork conducted in Lund, a student town in southern Sweden. Using theory grounded on the collected data, it was found that the organizational conditions i.e. procedures, language education, financial resources, and children’s conditions i.e. age differentials, living circumstances, and legal status have intended including and unintended excluding effects for the newly arrived children in the school system. Due to the paradoxical nature of these concepts, it is argued that there always exists a tension between states of inclusion and exclusion.}}, author = {{Kizildag, Zeynep}}, language = {{eng}}, note = {{Student Paper}}, title = {{Intended Inclusions, Unintended Exclusions: Newly Arrived Children in the Swedish Education System}}, year = {{2018}}, }