Abstract
ABSTRACT In November 2015, the Swedish Government claimed that the Swedish reception of refugees needed to change. The government presented among other things a time-limited law, TLUSE. An ethnographic study was conducted with a group of unaccompanied youth and the staff they encountered within a language introductory programme in a Swedish upper secondary school. The following questions have guided the investigation: (i) What are the main expressed principles for interpreting the law among the studied school staff? (ii) How has the application of these principles affected everyday life according to field notes and interview data? (iii) What contradictions and conflicts are there, given that TLUSE came into existence with rapid preparatory work and opinions from referral bodies being left without action? Through the lens of (Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London: Rowman and Littlefield) concept of pedagogic rights, a critical analysis was done. The study shows that TLUSE did not result in stronger inclusionary possibilities to unaccompanied youth.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
