'Not (yet) ready for the mainstream' - newly arrived migrant students in a separate educational program

The aim of this article is to describe and analyze how school leaders as key actors in policy enactment understand, talk about and act in relation to Newly Arrived Migrant Students (NAMSs) enrolled in a separate Language Introduction Program in Sweden. Drawing on the work of Stephen J. Ball and coll...

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Vydáno v:Journal of education policy Ročník 37; číslo 6; s. 986 - 1008
Hlavní autoři: Bunar, Nihad, Juvonen, Päivi
Médium: Journal Article
Jazyk:angličtina
Vydáno: London Routledge 2022
Taylor & Francis Ltd
Témata:
Barriers
Best interests
boundaries
Education
education policy
Educational Policy
Educational programs
Enactment
Foreign Countries
Immigrants
Inclusion
Inclusive education
Key-words: newly arrived migrant students
language introduction program
Legitimacy
newly arrived migrant students
Pedagogik
Power Structure
Program Descriptions
Second Language Instruction
Second Language Learning
Secondary School Students
Students
Svenska som andraspråk
Swedish
Swedish as a Second Language
Swedish language
Transitional Programs
upper-secondary schools
Sweden
ISSN:0268-0939, 1464-5106, 1464-5106
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Abstract The aim of this article is to describe and analyze how school leaders as key actors in policy enactment understand, talk about and act in relation to Newly Arrived Migrant Students (NAMSs) enrolled in a separate Language Introduction Program in Sweden. Drawing on the work of Stephen J. Ball and colleagues, we argue that a particular discursive formation of NAMSs, operating within constrains of various contextual factors, has a decisive impact on how policy as text is interpreted and enacted. Discursively formulating NAMSs as having multiple challenges, beyond Swedish language and insufficient grades, introduces various barriers. Policy flexibility in combination with power disparities thus allows school leaders, framed within legitimacy of 'rational explanations' and 'affirmative intentions', to negotiate policy meanings which are not always working in the students' best interests. Our empirically grounded and theoretically informed discussions showcase why there can be no inclusive education if NAMSs, during a protracted period, are physically, pedagogically and socially separated from mainstream structures. Consequently, and with the support in international research, we call for the overhaul of organizational approaches that allocate Newly Arrived Migrant Students to separate educational forms.
AbstractList The aim of this article is to describe and analyze how school leaders as key actors in policy enactment understand, talk about and act in relation to Newly Arrived Migrant Students (NAMSs) enrolled in a separate Language Introduction Program in Sweden. Drawing on the work of Stephen J. Ball and colleagues, we argue that a particular discursive formation of NAMSs, operating within constrains of various contextual factors, has a decisive impact on how policy as text is interpreted and enacted. Discursively formulating NAMSs as having multiple challenges, beyond Swedish language and insufficient grades, introduces various barriers. Policy flexibility in combination with power disparities thus allows school leaders, framed within legitimacy of 'rational explanations' and 'affirmative intentions', to negotiate policy meanings which are not always working in the students' best interests. Our empirically grounded and theoretically informed discussions showcase why there can be no inclusive education if NAMSs, during a protracted period, are physically, pedagogically and socially separated from mainstream structures. Consequently, and with the support in international research, we call for the overhaul of organizational approaches that allocate Newly Arrived Migrant Students to separate educational forms.
Audience Secondary Education
Author Juvonen, Päivi
Bunar, Nihad
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Copyright_xml – notice: 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021
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Snippet The aim of this article is to describe and analyze how school leaders as key actors in policy enactment understand, talk about and act in relation to Newly...
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StartPage 986
SubjectTerms Barriers
Best interests
boundaries
Education
education policy
Educational Policy
Educational programs
Enactment
Foreign Countries
Immigrants
Inclusion
Inclusive education
Key-words: newly arrived migrant students
language introduction program
Legitimacy
newly arrived migrant students
Pedagogik
Power Structure
Program Descriptions
Second Language Instruction
Second Language Learning
Secondary School Students
Students
Svenska som andraspråk
Swedish
Swedish as a Second Language
Swedish language
Transitional Programs
upper-secondary schools
Title 'Not (yet) ready for the mainstream' - newly arrived migrant students in a separate educational program
URI https://www.tandfonline.com/doi/abs/10.1080/02680939.2021.1947527
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1368765
https://www.proquest.com/docview/3257985521
https://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105684
https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-196051
Volume 37
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