A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness

Research output: Contribution to conferencePaper, not in proceeding

Standard

A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness. / Blennow, Katarina; Neuhaus, Sinikka; McIntyre, Joanna.

2018. Paper presented at ECER European Educational Research Association 2018, Bolzano, Italy.

Research output: Contribution to conferencePaper, not in proceeding

Harvard

Blennow, K, Neuhaus, S & McIntyre, J 2018, 'A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness' Paper presented at ECER European Educational Research Association 2018, Bolzano, Italy, 2018/09/04 - 2018/09/07, .

APA

Blennow, K., Neuhaus, S., & McIntyre, J. (2018). A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness. Paper presented at ECER European Educational Research Association 2018, Bolzano, Italy.

CBE

Blennow K, Neuhaus S, McIntyre J. 2018. A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness. Paper presented at ECER European Educational Research Association 2018, Bolzano, Italy.

MLA

Vancouver

Blennow K, Neuhaus S, McIntyre J. A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness. 2018. Paper presented at ECER European Educational Research Association 2018, Bolzano, Italy.

Author

Blennow, Katarina ; Neuhaus, Sinikka ; McIntyre, Joanna. / A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness. Paper presented at ECER European Educational Research Association 2018, Bolzano, Italy.

RIS

TY - CONF

T1 - A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness

AU - Blennow, Katarina

AU - Neuhaus, Sinikka

AU - McIntyre, Joanna

PY - 2018/9/6

Y1 - 2018/9/6

N2 - There are more child refugees in Europe than at any point since the end of the Second World War (Save the Children 2016).  This is affecting both communities on the move and communities where uprooted people are resettling. A humanitarian problem on this scale demands a socially just response. For young refugees, education is a fundamental means of integrating into their new context and the act of going to school is a facilitating factor in their resumption of an everyday existence after periods of traumatic upheaval.This paper’s focus is a case study of how schools work with newly arrived children in England (historically both focus and locus for immigrants) and Sweden (to whom large numbers of immigrants are a new phenomenon). Understanding the positioning of the newly arrived within national educational policy discourses illuminates the values underpinning political decision making in these two differing European contexts (Ball 1998, 124). Policies and practices in these contexts which lead to, or obstruct, new arrivals living an everyday life and participating in education are examined through the two theoretical concepts: ‘participatory parity’ (Fraser 2003) and ‘resumption of an ordinary life’ (Kohli 2014) as we explore each state’s policy response.

AB - There are more child refugees in Europe than at any point since the end of the Second World War (Save the Children 2016).  This is affecting both communities on the move and communities where uprooted people are resettling. A humanitarian problem on this scale demands a socially just response. For young refugees, education is a fundamental means of integrating into their new context and the act of going to school is a facilitating factor in their resumption of an everyday existence after periods of traumatic upheaval.This paper’s focus is a case study of how schools work with newly arrived children in England (historically both focus and locus for immigrants) and Sweden (to whom large numbers of immigrants are a new phenomenon). Understanding the positioning of the newly arrived within national educational policy discourses illuminates the values underpinning political decision making in these two differing European contexts (Ball 1998, 124). Policies and practices in these contexts which lead to, or obstruct, new arrivals living an everyday life and participating in education are examined through the two theoretical concepts: ‘participatory parity’ (Fraser 2003) and ‘resumption of an ordinary life’ (Kohli 2014) as we explore each state’s policy response.

KW - Refugee Education

KW - policy

KW - Social Justice

M3 - Paper, not in proceeding

ER -