The aim was to study how school professionals working with newly arrived immigrant children and youth experience how these students integrate into the school. The study is a qualitative research conducted in Sweden. The first part of the research focused on studying what factors affect the integration of newly arrived immigrant in schools while the second part focused on what strategy is used to ensure their integration. The findings of the study were thematically analyzed using the ecological systems theory as a framework of analysis. Through semi-structured interviews, four teachers and a counsellor expressed their perception on the integration of newly arrived immigrants’ student into schools. The result showed that the teachers are the core agent for integration within schools. It was shown that past experiences, family, social connections, educational background, school system, migration policies, culture are important factors that affect the integration process of these students.

The purpose of this study was to examine how teachers in primary schools experience the situation of teaching newly arrived immigrant pupils in their regular classes and also how they plan their teaching for these pupils. The empirical study did intend to answer the following two questions; how do teachers experience the situation of teaching newly arrived immigrant pupils in their regular classes? How is teaching of newly arrived immigrant pupils in regular classes being formed? A qualitative method was used in the form of interviews with five primary school teachers from two different schools. The overall perspective I have assumed in this study is the sociocultural perspective, but I have also taken up a second language perspective and an intercultural perspective. All the teachers in the study have described their experiences of teaching newly arrived immigrant pupils in terms of difficult, tough and demanding at the beginning, but nowadays somewhat easier. They also expressed a sense of loneliness in handling this situation since they do not receive any support and help from the schools leadership. All the teachers in the study also experienced difficulties in keeping up with all the pupils in their class. Four of the teachers stated that they often felt inadequate and all of the teachers requested more resources. The teachers also described that they try to plan their teaching based on the newly arrived immigrant pupils’ abilities and needs but that these pupils sometimes had to follow the regular scheduled teaching. Every one of the teachers claimed that they work very concretely using body language and a lot of pictures in their teaching. Furthermore they expressed that the interaction between teacher and pupil, and pupil and pupil was an important component of the newly arrived pupils’ language development.

Cette thèse étudie les formes de subjectivation produites au cours des parcours de soins de femmes enceintes primo-arrivantes – étrangères arrivées depuis moins de cinq ans sur le territoire français. L’enquête de terrain s’appuie sur des observations au sein de structures de soins à Paris et en Seine-Saint-Denis, ainsi que sur une soixantaine d’entretiens semi-directifs menés avec des professionnelles de la périnatalité et des femmes primo-arrivantes enceintes ou ayant accouché récemment en Île-de-France. À partir de ce travail ethnographique, la thèse analyse de manière intersectionnelle les effets subjectivants de l’entrée dans des dispositifs médico-sociaux dédiés aux femmes enceintes primo-arrivantes. Alors que dans un premier temps, l’annonce de la grossesse fragilise les conditions de vie de ces sujets déjà exclus en France, les femmes primo-arrivantes acquièrent en revanche une légitimité auprès des institutions médicales du fait de leur grossesse. Identifiées comme public à risque prioritaire par les politiques de santé publique, ces femmes sont orientées vers des prises en charge spécifiques, qui participent à les reconnaitre en tant que sujets. La thèse interroge les effets réifiants de cette reconnaissance : reconnues uniquement grâce à leur corps enceint, ces femmes connaissent une forme d’assignation racialisée à la maternité. Dans ce contexte, les femmes enceintes primo-arrivantes peuvent en venir à mobiliser leur corps enceint comme ressource pour limiter les effets de la domination. En définitive, la thèse donne à voir les mécanismes d’altérisation ethno-raciale opérés par les professionnelles de santé et les pratiques de résistance des usagères au sein des dispositifs dédiés. / This thesis studies subjectification’ process produced during the care path of pregnant newly arrived immigrants – foreigners who arrived for less than five years in France. The field study is based on observations in health care structures in Paris and Seine-Saint-Denis, and sixty semi-directive interviews with perinatal health professionals and newly arrived immigrant women, pregnant or who have just given birth, in Île-de-France. From this ethnographic study, the thesis analyses, with an intersectional perspective, the entrance in perinatal dedicated health structures and their effects on newly arrived immigrants’ subjectivities. At first, the announcement of pregnancy can degrade their living conditions in a context where they are excluded in France. However, they acquire a legitimacy with health care institutions because of their pregnancy. Targeted as public at risk by the perinatal public policies, these women are guided into dedicated healthcare facilities, which recognize them as subjects. The thesis interrogates the reifying effects of this type of recognition. The newly arrived immigrant women are recognized only through their pregnancy; they experience a racialized assignment to maternity. They develop incorporated strategies to counter mechanisms of domination, by using their pregnant body as a resource. Finally, the thesis analyses racialization mechanisms inside the health care structures and users’ practices of resistance.