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Lived transitions: experiences of learning and inclusion among newly arrived students
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
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. , p. 133
Keyword [en]
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: urn:nbn:se:su:diva-136353ISBN: 978-91-7649-589-6 (print)ISBN: 978-91-7649-590-2 (print)OAI: oai:DiVA.org:su-136353DiVA, id: diva2:1052228
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
List of papers
1. Educational Responses to Newly Arrived Students in Sweden: Understanding the Structure and Influence of Post-Migration Ecology
Open this publication in new window or tab >>Educational Responses to Newly Arrived Students in Sweden: Understanding the Structure and Influence of Post-Migration Ecology
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 4, p. 399-416Article in journal (Refereed) Published
Abstract [en]

Education systems around the world have experienced a rise in the number of newly arrived students. This article explores the manner in which the Swedish education system responds to the diverse needs of these students. Using the concept of post-migration ecology, the authors outline and critically discuss the legal, organisational, and pedagogical responses that make up the educational landscape and structures of post-migration opportunity. The authors point to the emergence of a parallel educational structure and a deficit model in relation to newly arrived students and argue for a shift in perspective to one that recognises individual needs and resources. At stake in such a shift are not only the educational careers of newly arrived students, but also the realisation of the Swedish school system's stated goals of social solidarity and equity.

Keyword
newly arrived students, education, multiculturalism, policy responses, refugee and asylum seeker children
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
urn:nbn:se:su:diva-126342 (URN)10.1080/00313831.2015.1024160 (DOI)000382933200002 ()
Funder
Swedish Research Council
Available from: 2016-02-01 Created: 2016-02-01 Last updated: 2017-11-30Bibliographically approved
2. “Welcome to Sweden”: Newly Arrived Students’ Experiences of Pedagogical and Social Provision in Introductory and Regular Classes
Open this publication in new window or tab >>“Welcome to Sweden”: Newly Arrived Students’ Experiences of Pedagogical and Social Provision in Introductory and Regular Classes
2013 (English)In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 6, no 1, p. 137-164Article in journal (Refereed) Published
Abstract [en]

Education for newly arrived students in Sweden is commonly organised in introductory classes, providing a basis for transition to the mainstream system. Focusing on the hitherto underinvestigated question of how newly arrived students experience the time in and transition between introductory and regular classes, we analyse the social and pedagogical resources these two contexts provide based on interviews with students who arrived during the last years of lower secondary school. The research was conducted during 15 months at three schools in municipalities of different sizes, comprising 82 days of participant observation, 16 interviews with teachers and 61 semi-structured interviews with 22 students. Pointing to the tendency of allocating responsibility for newly arrived students’ education solely to the introductory class or the individual student, we argue that social and pedagogical provision also needs to be made in the mainstream system in order for school to fulfil its inclusive and educational aim.

Keyword
Newly arrived students, Second language learning, Academic literacy, Social Inclusion, Study Guidance in L1
National Category
Languages and Literature
Identifiers
urn:nbn:se:su:diva-96444 (URN)
Funder
Swedish Research Council
Available from: 2013-11-21 Created: 2013-11-21 Last updated: 2017-12-06Bibliographically approved
3. 'Sitting on embers': a phenomenological exploration of the embodied experiences of inclusion of newly arrived students in Sweden
Open this publication in new window or tab >>'Sitting on embers': a phenomenological exploration of the embodied experiences of inclusion of newly arrived students in Sweden
2016 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 28, no 7, p. 823-838Article 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.

Keyword
newly arrived students, migration, embodied experiences, feminist phenomenology, inclusion, exclusion
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
urn:nbn:se:su:diva-126344 (URN)10.1080/09540253.2015.1093103 (DOI)000388687200002 ()
Funder
Swedish Research Council
Available from: 2016-02-01 Created: 2016-02-01 Last updated: 2017-11-30Bibliographically approved
4. Moving on or moving back?: The temporalities of migrant students’ lived versus imagined school careers
Open this publication in new window or tab >>Moving on or moving back?: The temporalities of migrant students’ lived versus imagined school careers
(English)Manuscript (preprint) (Other academic)
Abstract [en]

In migration research there has not been much work on temporal dimensions of migration experiences (with the exception of Griffiths in this journal). This article investigates migrant students’ temporal framings of their lived versus imagined school careers, drawing on participant observation and interviews with students in language introduction classes in upper secondary school in Sweden. The findings document student experiences of temporal descynchronies: as seen in reports of slow time and repetition, suspended time, temporal uncertainty and blockage. The analyses highlight the students’ experiences of being temporally out of line (in Ahmed’s words). The narratives of their past and future school lives reveal a discontinuity between the students' lived school experiences, on the one hand, and imagined school careers on the other, contrasting life as lived with both their own hope and plans and with the school careers of other students. The analyses highlight the importance of including temporal dimensions in the analyses of post-migration school landscapes.

Keyword
migrant students, temporality, lived school career, imagined career, phenomenology of blockage
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
urn:nbn:se:su:diva-136381 (URN)
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
Available from: 2016-12-05 Created: 2016-12-05 Last updated: 2017-01-03Bibliographically approved

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Citation style
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