Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system
The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their suc...
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Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik
2015
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ftumeauniv:oai:DiVA.org:umu-103649 2023-10-09T21:54:33+02:00 Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system Popov, Oleg Erik, Sturesson 2015 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-103649 eng eng Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik PEC Problems of Education in the 21st Century, 1822-7864, 2015, 64, s. 66-74 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-103649 info:eu-repo/semantics/openAccess intercultural education refugees minors teacher education Social Sciences Samhällsvetenskap Article in journal info:eu-repo/semantics/article text 2015 ftumeauniv 2023-09-22T13:52:00Z The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. Article in Journal/Newspaper Northern Sweden Umeå University: Publications (DiVA) |
institution |
Open Polar |
collection |
Umeå University: Publications (DiVA) |
op_collection_id |
ftumeauniv |
language |
English |
topic |
intercultural education refugees minors teacher education Social Sciences Samhällsvetenskap |
spellingShingle |
intercultural education refugees minors teacher education Social Sciences Samhällsvetenskap Popov, Oleg Erik, Sturesson Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system |
topic_facet |
intercultural education refugees minors teacher education Social Sciences Samhällsvetenskap |
description |
The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. |
format |
Article in Journal/Newspaper |
author |
Popov, Oleg Erik, Sturesson |
author_facet |
Popov, Oleg Erik, Sturesson |
author_sort |
Popov, Oleg |
title |
Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system |
title_short |
Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system |
title_full |
Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system |
title_fullStr |
Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system |
title_full_unstemmed |
Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system |
title_sort |
facing the pedagogical challenge of teaching unaccompanied refugee children in the swedish school system |
publisher |
Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik |
publishDate |
2015 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-103649 |
genre |
Northern Sweden |
genre_facet |
Northern Sweden |
op_relation |
Problems of Education in the 21st Century, 1822-7864, 2015, 64, s. 66-74 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-103649 |
op_rights |
info:eu-repo/semantics/openAccess |
_version_ |
1779318157140295680 |