Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students
Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sam...
Published in: | International Journal of Inclusive Education |
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Online Access: | https://hdl.handle.net/1956/12690 https://doi.org/10.1080/13603116.2016.1223179 |
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ftunivbergen:oai:bora.uib.no:1956/12690 2023-05-15T18:12:33+02:00 Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students Hilt, Line 2016-08-26 application/pdf https://hdl.handle.net/1956/12690 https://doi.org/10.1080/13603116.2016.1223179 eng eng Routledge The Borderlands of Educational Inclusion. Analyses of inclusion and exclusion processes for minority language students urn:issn:1360-3116 https://hdl.handle.net/1956/12690 https://doi.org/10.1080/13603116.2016.1223179 cristin:1372738 Attribution-NonCommercial-NoDerivs CC BY-NC-ND http://creativecommons.org/licenses/by-nc-nd/4.0 Copyright 2016 The Author(s) International Journal of Inclusive Education 21 6 585-601 inclusive education immigrant students minority language systems theory exclusion Peer reviewed Journal article 2016 ftunivbergen https://doi.org/10.1080/13603116.2016.1223179 2023-03-14T17:41:00Z Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of inclusion and exclusion in two schools with segregated classes for this group, called introductory classes. The analytical framework is Niklas Luhmann’s theory of autopoietic social systems, where inclusion is defined as the requirements for participation set by a system, and exclusion accordingly as being unable to meet these requirements. The article displays different constellations of inclusions and exclusions for newly arrived students in the educational system: in school organisations, organisation-based interactions and informal networks of students. It will be showed that introductory classes erect several barriers towards newly arrived students’ inclusion, especially towards those students who are placed at the basic level of the schools’ hierarchy of performances. As a consequence of multiple educational exclusions, informal networks emerge as alternative socialities that include and exclude students on the basis of mother tongue. publishedVersion Article in Journal/Newspaper sami University of Bergen: Bergen Open Research Archive (BORA-UiB) Norway International Journal of Inclusive Education 21 6 585 601 |
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University of Bergen: Bergen Open Research Archive (BORA-UiB) |
op_collection_id |
ftunivbergen |
language |
English |
topic |
inclusive education immigrant students minority language systems theory exclusion |
spellingShingle |
inclusive education immigrant students minority language systems theory exclusion Hilt, Line Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students |
topic_facet |
inclusive education immigrant students minority language systems theory exclusion |
description |
Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of inclusion and exclusion in two schools with segregated classes for this group, called introductory classes. The analytical framework is Niklas Luhmann’s theory of autopoietic social systems, where inclusion is defined as the requirements for participation set by a system, and exclusion accordingly as being unable to meet these requirements. The article displays different constellations of inclusions and exclusions for newly arrived students in the educational system: in school organisations, organisation-based interactions and informal networks of students. It will be showed that introductory classes erect several barriers towards newly arrived students’ inclusion, especially towards those students who are placed at the basic level of the schools’ hierarchy of performances. As a consequence of multiple educational exclusions, informal networks emerge as alternative socialities that include and exclude students on the basis of mother tongue. publishedVersion |
format |
Article in Journal/Newspaper |
author |
Hilt, Line |
author_facet |
Hilt, Line |
author_sort |
Hilt, Line |
title |
Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students |
title_short |
Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students |
title_full |
Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students |
title_fullStr |
Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students |
title_full_unstemmed |
Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students |
title_sort |
education without a shared language: dynamics of inclusion and exclusion in norwegian introductory classes for newly arrived minority language students |
publisher |
Routledge |
publishDate |
2016 |
url |
https://hdl.handle.net/1956/12690 https://doi.org/10.1080/13603116.2016.1223179 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
sami |
genre_facet |
sami |
op_source |
International Journal of Inclusive Education 21 6 585-601 |
op_relation |
The Borderlands of Educational Inclusion. Analyses of inclusion and exclusion processes for minority language students urn:issn:1360-3116 https://hdl.handle.net/1956/12690 https://doi.org/10.1080/13603116.2016.1223179 cristin:1372738 |
op_rights |
Attribution-NonCommercial-NoDerivs CC BY-NC-ND http://creativecommons.org/licenses/by-nc-nd/4.0 Copyright 2016 The Author(s) |
op_doi |
https://doi.org/10.1080/13603116.2016.1223179 |
container_title |
International Journal of Inclusive Education |
container_volume |
21 |
container_issue |
6 |
container_start_page |
585 |
op_container_end_page |
601 |
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1766185065930293248 |