Language introduction as a space for the inclusion and exclusion of young asylum seekers in Sweden

Abstract

Purpose : In this article, we focus on the language introduction (LI) programme for newly arrived migrants aged 16–19 in Sweden. We ask how it is organized for inclusion and what kinds of exclusion arise from such an organization. More specifically, we ask the question: in what ways do different settings for LI exclude at the same time as they include? Method : Drawing on Lister’s approach to inclusion and exclusion, we analyse interviews with students, teachers and principals at five schools that deliver the LI programme: two municipality-run upper secondary schools, two folk high schools, and one independent upper secondary school. Result : We illustrate that the question of inclusion and exclusion is not a matter of either/or. Rather, these processes coexist and include several dimensions, including rights and responsibilities, participation, and belonging. Conclusion : We argue that, in order to create an understanding of school as a place for inclusion (and exclusion), we need a broad approach that makes it possible to identify these different dimensions, and how they are related.

Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers

“…Furthermore, previous work has similarly described how refugee youths’ engagement in social activities and informal socializing—opportunities that teachers in this study believe schools should provide—can facilitate social connections and foster belonging (Fazel, 2015 ; Pastoor, 2017 ). Teachers’ reports about how the physical space within the school acted to promote belonging is also consistent with recent work from Fejes and Dahlstedt ( 2020 ) that described how the physical placement of refugee youths’ learning spaces on school campuses contributes to their feelings of inclusion or exclusion.…”

Everyday navigation between adaptation and resistance: How young people negotiate their well-being in relation to assigned migrant positions in school

“…Findings from studies on Language Introduction (LI), the educational program in Sweden aimed at newly arrived young people, also show segregating patterns, experiences of exclusion, and parallel school life among the newly arrived youths [ 4 , 19 , 21 , 22 ]. These findings are also in line with studies showing how young people with a foreign background and youths perceived as “not Swedish” have experienced being positioned as “problematic,” “deviant,” or as “the other” within the Swedish school system [ 23 – 25 ].…”

“…Sweden went from opening to closing its borders; a law in 2016 made it difficult for young people to obtain permanent residence permits [ 3 ]. Sweden’s previously open and inclusive reception was replaced by migrants adapting to values associated with Sweden and “Swedishness” [ 4 ]. Thus, what has come to be known as the “refugee crisis” of 2015 made demands on and, at the same time, challenged European countries and especially Sweden’s image as recipient-friendly and humane [ 5 – 7 ].…”

Strangers everywhere? Home and unhomeliness in newly arrived pupils’ narratives on exile

“…In this article, we seek to redress this oversight by inquiring about the ways in which newly arrived migrants define their (un)homeliness in Sweden in the context of a state-sponsored introductory language program. The decision to offer introductory language programmes to all asylum seekers aged 16-20 is one of the policies implemented by the Swedish government in the wake of the large number of refugees seeking protection and shelter in Europe from autumn 2015 onwards (Fejes and Dahlstedt 2020). Resources are allocated to these programs in order to ensure that all asylum seekers in a similar age range have a meaningful everyday life and, together with others in a similar situation, enhance their knowledge and skills for personal development and feelings of inclusion in society (SNAE 2016).…”