| 1. |
- von Brömssen, Kerstin, 1952-, et al.
(författare)
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Newly arrived migrant children in the Swedish school-system : Challenges and Opportunities in a Nordic Welfare State
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: Sweden has experienced waves of migration into the country since the end of the WWII. Pull-factors for migration were opportunities to get a job in the industries right after the war as Sweden was not much effected, but also due to the world’s conflicts, effects from the climate change and a desire to live a better life.In recent years, there has been a larger increase in the number of foreign-born. In 2020, just over 2 million people were born abroad, which is 19.7 percent of the population in Sweden. The most common country of birth for foreign-born is currently Syria, followed by Iraq. Finland was for many years the most common country of birth, but is today the third most common country, followed by Poland and Iran. The migration from the African Horn is also quite extensive, where Somalis are the largest group from Africa in Sweden (in 2018 there were more than 100 000 Somali people living in the country). Since the start of the new millennium, Sweden has experienced an intense debate over migration and several new laws have been passed in order to restrict migration. This is also the case in several other European countries. However, Sweden used to be described as one of the Nordic welfare states and have enjoyed an international reputation for combining generous welfare state entitlements with rapid economic growth, low unemployment and very high levels of labor force participation, particularly among women. This welfare model, characterized by generous, non-tested benefits, a strong element of redistribution in the systems and thus high taxes, was developed after the WWII, but had ideological roots in the labor movement back from the late 1800s. One example of the welfare model is that Sweden offers free education from age 6 to19 and also free school lunches. Over the last twenty years the welfare model has been challenged due to globalization and migration and an increase in international financial competition which also have affected education with reduced resources. However, a large body of research show that education plays a significant role in the health and wellbeing as well as for integration in the “new society”, and education is pointed out as one of the most important institutions for newly arrived migrant children. This paper builds on research investigating reception strategies and inclusion for newly arrived children in schools in two municipalities in Sweden, as well as the migrant students own reflections on these issues. The research was carried out over the years 2016-2018.Methods: The empirical for the study consisted of two parts. The first part built on interviews with educational leaders at primary schools and staff at reception units in the two municipalities, partly through questionnaires (N=39) with supplementary telephone interviews to the principals (N=24). The second part explored the newly arrived migrant students’ reception and conditions for learning and social inclusion out from their perspective. This part of the study is based on ethnographic work from eight school units with different conditions and way of organizing teaching for newly arrived migrant children.Results: The study showed that there are currently established guidelines and organization for the assessment and reception of newly arrived students in Sweden, however in practice various known and applied. Among the eight school units included in the study were schools with long experience of receiving newly arrived students, and teaching students with different cultural, linguistic and educational backgrounds, but also schools that can be described as ‘monocultural’, whose experience of receiving newly arrived students were very limited. The differences between schools in student composition reflects a school segregation that is linked to housing segregation and strengthened by the free choice of school introduced in the beginning of the 1990s’. The study describes how newly arrived students' everyday lives and conditions for learning and inclusion emerge in the diverse environments and how different structural and organizational conditions have consequences for students' learning and social inclusion.
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| 2. |
- Antonsson, Jenny, et al.
(författare)
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Ulf-projektet : Samordnaruppdraget Nyanländas lärande
- 2023
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Ingår i: Abstracts för Decemberkonferensen. - Trollhättan : Högskolan Väst. ; , s. 1-1
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I Skolverkets satsning på generella insatser för nyanländas lärande har kommunala samordnare en central roll. I projektet beskriver vi samordnarnas egna berättelser om uppdrag, mandat och positioner i kommunen, hur kommunen tillvaratar deras kunskaper och kompetenser i arbetet. I studien undersöker vi även implementeringsarbetet med den nya kursplanen i svenska som andraspråk samt vilken roll samordnaren har haft i arbetet. Ambitionen är att belysa konsekvenser det kan få i utbildningssammanhang och förutsättningar att möta komplexiteten i undervisningen som kan råda lokalt.Studiens teoretiska ansats vilar på Stephen J. Balls (2012) arbete kring hur skolor förhåller sig till policydokument, regelverk och politiska krav; dvs. en policy- enactmentstudie. Diskursanalysen utgör grunden för att studera kontexten i policyarbetet, att studera samordnaren som policysubjekt och som policyaktör samt hur samordnarna omvandlar de regler och föreskrifter som ges inom ramen för samordnaruppdraget inom nyanländas lärande (a.a.).Det är preliminära resultat som kommer att lyftas och diskuteras. Vi ser att samordnarfunktionen är en förutsättning för kontinuitet och långsiktighet i arbetet med nyanlända elevers lärande i Fyrbodals kommuner. Vi ser också ett värde i att tillvarata kompetensen och erfarenheterna från detta nätverk i arbetet på Högskolan Väst. Det kan bidra till ett kunskapstillskott för högskolan och lärarutbildningarna.
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| 3. |
- Boru, Ambissa Kenea, et al.
(författare)
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Emergency education : the case of Ethiopia, East Africa
- 2022
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Ingår i: Child and Youth Studies Conference, University West November 10-11 2022. - Trollhättan : University West. ; , s. 15-15
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This planned presentation relates to the invitation of a round table discussion for one hour on the topic “Emergency Education”. The discussion will present cases on “Emergency Education” related to Ethiopia in East Africa. The concept of “emergency education” has a reference to education programmes that are organised “in situations where children lack access to their national and community education systems due to occurrence of complex emergencies or natural disasters” (Kagawa, 2008, p. 494). Emergencies can be caused by armed conflict and instability, disasters and threats, pandemics and the effects of global climate change (UNESCO, 2022). Such emergencies disrupt education and leave millions of children and youth out of school. In countries and regions affected by emergencies and protracted crises, young people suffer the loss not just of homes, parents and relatives, but also of access to education and a safe learning environment. This of course impact on the children's and young people's future life chances and overburden societies. Due to devastating natural and man-made circumstances in Ethiopia the last years, a number of schools have been destroyed and the education sector is very affected. Many students along with their families are displaced. However, also many educational initiatives are taken to support children and youth in emergency and questions arise about ways of teaching, language (Demissie & Kenea Boru, 2021) and who is responsible for teaching and its costs. References Demissie, E. A. & Kenea Boru (2021). Curriculum Choice for Refugee Children at Jawi Refugee Camp, Ethiopia. Transnational Curriculum Inquiry, 28(1). Kagawa, F. (2008). Whose emergencies and who decides? Insights from emergency education for a more anticipatory Education for Sustainable Development. International Journal of Innovation and Sustainable Development, 2(3-4). UNESCO (2022). Education in emergencies. https://www.unesco.org/en/education/emergencies. This suggested round table discussion will focus on “emergency education” in Ethiopia.
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| 4. |
- Gregorc Lööv, Helena, 1961-, et al.
(författare)
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Skolorganisering för hållbar utveckling
- 2023
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Ingår i: Abstracts för Decemberkonferensen. - Trollhättan : Högskolan Väst. ; , s. 1-1
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Projektet utforskar hur skolor hanterar hållbarhetsfrågor med avseende på organisationsstyrning, kultur, normer och didaktik. Vi undersöker hur dimensioner av en ’whole school approach’ (jfr Hargreaves, 2008; Scherp & Scherp, 2008; Verhelst et al., 2021) påverkas av spänningar inom och mellan olika organisationsmodeller som kännetecknar olika skolors kultur (Fredriksson, 2010). En sådan ansats kan motiveras med tanke på att internationell och nationell policy understryker utbildningens betydelse för hållbar utveckling, medan dess koppling till lokal skolorganisation och styrning fortfarande är förhållandevis outforskad. Studien undersöker alltså två huvudfrågor: (i) Hur präglas organiseringen av undervisning för hållbar utveckling av den/de organiseringsmodell/er (byråkratisk, professionell, brukar- och marknadsmodell) som är framträdande på skolan? (ii) På vilket sätt påverkar detta möjligheterna att skapa en framgångsrik ”whole school approach” i relation till undervisning för hållbar utveckling? Det empiriska materialet består av skolors policydokument och intervjuer med rektorer, lärare och elever. Vi presenterar resultaten av våra preliminära analyser.
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| 5. |
- von Brömssen, Kerstin, 1952-, et al.
(författare)
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Internationalisering som kunskapsbidrag inom lärarutbildning
- 2023
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Ingår i: Abstracts för Decemberkonferensen. - Trollhättan : Högskolan Väst. ; , s. 1-1
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Ett internationaliseringsperspektiv är inbyggt i allt forskningsarbete där strategier, metoder och resultat jämförs, kontrasteras och belyses, ibland med hjälp av nationella gränsdragningar, ibland genom ett totalt överskridande av sådana gränser. Presentationerna i denna session belyser och problematiserar perspektiv inom forskning som på olika sätt undersöker ”internationalisering” och konsekvenser av internationalisering och som bidrar med kunskap för lärarutbildning. Presentationerna kommer att utgå från tre artiklar för att därefter diskutera forskningsidéer för vidare internationella samarbeten inom institutionen I & S.De tre artiklar som inledningsvis används för att belysa utbildningsvetenskaplig forskning med ett internationaliseringsperspektiv är:Abraham, G. Y. & von Brömssen, K. (2018) Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa, Education Inquiry, 9:4, 347-362, DOI: 10.1080/20004508.2018.1428035.Jones, E., Leaske, B., Brandenburg, U., & Wit, H. (2021). Global Social Responsibility and the Internnationalistion of Higher Education for Society. Journal of Studies in International Education, Vol. 25 (4), 330-347. DOI:10.11177/10283153211031679Li, H. & Costa, C. (2023) Internationalising teacher education at home: developing empathy through the sense of otherness in language learning, European Journal of Teacher Education, DOI: 10.1080/02619768.2023.2259082
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