Newly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools


Project leader


Co-Investigators


Funding source

Swedish Research Council - Vetenskapsrådet (VR)


Project Details

Start date: 01/01/2011
End date: 31/12/2013
Funding: 5980000 SEK


Description

The aim of this research project is to describe, analyze and discuss the organization, practical operations and effects of the integration of newly arrived students in municipalities of Stockholm, Södertälje and Boxholm and three of their schools (junior high). Our main questions are: In what way or ways have these three municipalities organized the reception of newly arrived students in elementary schools? How do the reception and the integration of newly arrived students in the local schools pedagogical and social contexts work in practice? How do the applied organizational and pedagogical models affect students social relations, identity development and achievements? The previous Swedish research is scarce and has mainly focused on the linguistic issues or various problems the newly arrived students encounter or pose, according to school officials, in the Swedish educational system. Our theoretical frames of reference are the work of Pierre Bourdieu and his conceptual apparatus: field, habitus, capital, relations, symbolic violence, practice, recognition/misrecognition and M.A.K Hallidays language based theory on learning. Our methodological approach is the qualitative one with interviews and participant observations as major data-gathering techniques as well as the analysis of secondary literature and various policy documents.

Last updated on 2017-24-03 at 11:59