In:
Nordic Studies in Education, Cappelen Damm AS - Cappelen Damm Akademisk, Vol. 43, No. 2 ( 2023-05-04)
Abstract:
This article aims to investigate how Nordic countries – exemplified by Denmark, Finland, and Sweden – govern the education and inclusion of newly arrived students. Approaching this through policy as text and practice, we identify the subject positions of the newly arrived students. Our research data consist of national policy documents, legislation, and evaluation reports on the education of newly arrived students, which we compare and analyse. We conclude that newly arrived students are subject to underachievement, bullying, discrimination, and at risk of not continuing their education. Despite all good intentions the Nordic policies do not seem to include all students.
Type of Medium:
Online Resource
ISSN:
1891-5949
DOI:
10.23865/nse.v43.3986
Language:
Unknown
Publisher:
Cappelen Damm AS - Cappelen Damm Akademisk
Publication Date:
2023
detail.hit.zdb_id:
2806683-2
SSG:
5,3
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