This study examines secondary schoolteachers’ experiences regarding the conditions for learning and inclusion that the Swedish school system offers newly arrived students. The results suggest that the framework and guidelines for learning and inclusion are seen by the teachers as both enabling and restricting. Frames and guidelines regarding pedagogical inclusion were described as a tool for developing the students’ (Swedish) language and as a possibility for them to be a part of a Swedish school-context and other students. The opposite teaching-method where newly arrived students are placed in a separate class, apart from the regular classes, are described as enabling in that sense that it allows more individual-adapted teaching. But this way of teaching was also described to have negative effects on the student’s conditions for social inclusion. Further were some frames and guidelines regarding evaluation and grading not in line with most of the teacher’s images of newly arrived students and what these students need in order for the teachers to enable their possibilities for learning. All teachers described a restricted capacity to meet their images of what enables the student’s possibilities for learning as the power of their actions as teachers was perceived as governed by the frames ang guidelines composed by Swedish authorities. The study further suggested that these images of newly arrived students and the perceptions of restricted capacity to meet their needs were created through social processes.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-93349 |
| Date | January 2020 |
| Creators | Nilsson, Amanda |
| Publisher | Linnéuniversitetet, Institutionen för samhällsstudier (SS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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