Immigration, Education and Insecuritisation. School Principals' Small Stories on National Immigration and Integration Policies

Autor/inn/en	Hellesdatter Jacobsen, Gro; Piekut, Anke
Titel	Immigration, Education and Insecuritisation. School Principals' Small Stories on National Immigration and Integration Policies
Quelle	In: Education Inquiry, 14 (2023) 3, S.406-425 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hellesdatter Jacobsen, Gro) ORCID (Piekut, Anke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20004508.2022.2028996
Schlagwörter	Immigration; Public Policy; Principals; Migrants; Work Environment; Administrator Attitudes; Risk; Foreign Countries; Social Integration; Social Bias; Negative Attitudes; Cultural Differences; Denmark + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Principal; Schulleiter; Migrantin; Arbeitsmilieu; Risiko; Ausland; Soziale Integration; Negative Fixierung; Kultureller Unterschied; Dänemark
Abstract	International migration in general and the recent refugee crisis in particular are complex and much debated topics in European politics. Concurrently, education systems must operate under uncertain and unpredictable conditions. In this situation, migrant children become a group at particular educational risk of exclusion and marginalisation. This paper explores reflections of principals of schools with migrant students regarding how to navigate in those uncertainties related to how migrants are received in Denmark and whether current Danish policies on migration and integration affect the everyday practices in education. Thus, the paper looks at how problematisation and insecuritisation processes stemming from current immigration and integration policies in Denmark influence professionals' working conditions in the field of education. Drawing on methodological perspectives from narrative theory, a selection of five out of 15 interviews with school principals are analysed, focusing on their "small stories" about approaching the complex processes of risk production when providing education for migrant children. The conclusion drawn from the study is that immigration and integration policies that do not stem from the field of education still influence the field of education in a way that creates complex dilemmas for school professionals when navigating in the (co-)production of risks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01