Do Both 'Get It Right'? Inclusion of Newly Arrived Migrant Students in Swedish Primary Schools

Autor/inn/en	Tajic, Denis; Bunar, Nihad
Titel	Do Both 'Get It Right'? Inclusion of Newly Arrived Migrant Students in Swedish Primary Schools
Quelle	In: International Journal of Inclusive Education, 27 (2023) 3, S.288-302 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bunar, Nihad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1841838
Schlagwörter	Foreign Countries; Immigrants; Inclusion; Elementary School Students; Student Placement; Special Classes; Mainstreaming; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Inklusion; Schülerpraktikum; Special class; Sonderklasse
Abstract	The aim of this article is to advance knowledge on how Swedish primary schools organise education and what strategies they deploy to ensure inclusion and attainment of newly arrived migrant students. The article is based on semi-structured interviews with 30 teachers and school administrators, and one-year of fieldwork undertaken in two multicultural urban primary schools in the Stockholm region. One of the schools initially places students in separate classes, while the other one places them directly into mainstream classes. Both are evoking inclusion and attainment as a reason for using their respective models. As such, do both 'get it right'? Using inclusion as the theoretical and conceptual framework this article addresses the broader question: How is the meaning of inclusion constructed in the processes of its practical implementation in these two schools? The results show the ambitious tale of inclusion in both schools was, in the process of the construction of its meaning and implementation, reduced to some of its aspects. Teachers and school administrators are allowed to include or leave out of their model whatever they deem necessary, obsolete, expensive or unrealistic and still fitting under the umbrella of inclusion. Sometimes it works, sometimes it does not, and both schools 'get it right' and 'wrong' in some aspects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01