Other project members
Hennie Kesak, Linnaeus University; David Wästerfors, Lund University; Sophia Yakhlef, Kristianstad University; Yaka Matsuda, Hiroshima University, Japan; Galina Lokareva and Nadiya Stadnichenko, Zaporizhzhya National University, Ukraine; Emma Medegård and Karolina Henrixon
Pedagogy, sociology, social work, social psychology (Department of Pedagogy and Learning, Faculty of Social Sciences)
More about the project
The project will analyse the following:
- the obstacles facing teachers who work with newly arrived students and how these obstacles are overcome;
- the obstacles associated with how schools work with newly arrived students and which approaches are most successful;
- the working conditions and the support systems that help teachers within the Swedish school system to educate and promote the integration of young people who are refugees;
- how newly arrived students form their identities during pedagogic activities in school, and how they perceive what it means to integrate into society.
The school environment can create stability for unaccompanied refugee children and young people, and education is a key resource for them as they establish their independence. Several studies emphasize education as a fundamental resource for young refugees in terms of their futures in the labour market and as participants in society, but few studies have analysed the four aspects of education that will be investigated.
Much remains unknown about the best ways to help young refugees integrate into Swedish schools and Swedish society, so these issues merit further investigation. This project will fill knowledge gaps about the situations of newly arrived children and young people by examining the details of everyday interactions in a school and their importance in integration.
The project is part of the reseach in the group Research in Inclusion, Democracy and Equity (RIDE).
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