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

Autor/inn/en	McIntyre, Joanna; Neuhaus, Sinikka; Blennow, Katarina
Titel	Participatory Parity in Schooling and Moves towards Ordinariness: A Comparison of Refugee Education Policy and Practice in England and Sweden
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 3, S.391-409 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1515007
Schlagwörter	Immigrants; Refugees; Role of Education; Humanism; Social Justice; Land Settlement; Educational Policy; Policy Formation; Cross Cultural Studies; Discourse Analysis; Policy Analysis; Foreign Countries; Immigration; Access to Education; United Kingdom (England); Sweden + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Flüchtling; Bildungsauftrag; Humanismus; Soziale Gerechtigkeit; Siedlungsraum; Politics of education; Bildungspolitik; Politische Betätigung; Cultural comparison; Kulturvergleich; Diskursanalyse; Politikfeldanalyse; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Schweden
Abstract	Within the current global refugee crisis this paper emphasises the fundamental role of education in facilitating the integration of young new arrivals. It argues that a humanitarian problem of such scale requires a commensurate humanitarian response in the form of socially-just educational policies and practices in resettlement contexts within Europe. Utilising the theoretical concepts, 'participatory parity' (Fraser) and 'resumption of an ordinary life' (Kohli), we explore educational policy-making in Sweden and England, noting how the framing of these policies indicates how different nation states view their role in the global migration crisis. In England, child refugees are rendered invisible and not a legitimate focus of national educational policy, whereas in Sweden they are foregrounded in policy discourse though not necessarily in policy enactment. The paper concludes that newly arrived future citizens of Europe require socially-just policy and practice to best serve their own and their resettlement context's best interests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01