Oral histories of newly arrived migrant children’s experiences of schooling in Denmark from the 1970s to the 1990s

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

Resumé

Abstract The paper presents a study aiming at historicizing the schooling experiences of migrant children with a non-western background from the 1970s to the 1990s in the Danish education system. The focus is on how the students experienced their reception in the school institution and how school was preparing the students for the transition between elementary school and further education and labor market. The main methodology is oral history interviews with people who arrived in the Danish education system as children with a non-western background. The focus on the immigrant groups from non-western countries is chosen due to the fact that Danish education politics since the 1970s have targeted these groups of students as groups needing extracurricular education efforts for inclusion (Buchardt, 2016). However, there seems to be a knowledge deficit concerning the ‘effects’ of these policies from a student perspective in the period between the 1970s and the 1990s. Previous research in the field of education and other welfare provisions for migrant children in a historical perspective since the work-immigrant wave begun in the 1960s in Denmark has been on the policy-makers (e.g. Jønsson, 2013), provision providers (e.g. Øland, 2010; Padovan-Özdemir & Ydesen, 2016), the curriculum materials (e.g. Buchardt, 2016) and less from a student perspective. Oral history is a research approach that produces the sources as well as being the method to select and interpret the (oral) sources, and in both senses it engages with experience. Consequently, this project illuminates the students’ experience of practiced educational policy in order to capture both the past (history) and the past as it appears in the present (the memory) (Bak, 2016). The intention is to generate new knowledge about how reception- and integration models and preparation to labor market were practiced in a student perspective from the 1970s to the 1990s, but just as importantly to explore how students ascribe meaning to the school experience today (inspired by Grønbæk Jensen, Rasmussen, & Kragh, 2016, p. 113). Historically, education has especially since the emergence of the modern nation-states been linked to the state and the production of its work force and citizenry and thus of belonging to the national space (Popkewitz, 2000). Buchardt (2018) argues that the educational political efforts since the 1970s in Denmark directed toward newly arrived migrants and their children can also be viewed as a means to circumscribe welfare distribution and in Popkewitz’ (2007) terms as double registers of inclusion and exclusion, as well as a hierarchy of inclusion. Theoretically, the study thus seeks to illuminate the historical development of the internal bordering of the nation in the context of the Danish welfare-state model (Kettunen, 2011; Suszycki, 2011) through exploring how the historical hierarchies of inclusion and exclusion in education and in relation to the labor market preparation in education are experienced by students under shifting policies from the 1970s to the 1990s.   Bibliography Bak, S. L. (2016). Oral History i Danmark. (S. L. Bak, Ed.). Odense: Syddansk Universitetsforlag. Buchardt, M. (2016). Kulturforklaring: uddannelseshistorier om muslimskhed. (M. Buchardt, Ed.). Kbh.: Tiderne Skifter. Buchardt, M. (2018). The “Culture” of Migrant Pupils: A Nation- and Welfare-State Historical Perspective on the European Refugee Crisis. European Education, 50(1), 58–73. https://doi.org/10.1080/10564934.2017.1394162 Grønbæk Jensen, S., Rasmussen, J. K., & Kragh, J. V. (2016). “Anbragt i historien”. Tidligere anbragte og indlagtes mundtlige fortællinger [“Placed in History”. Oral accounts from the formerly placed and admitted]. In S. L. Bak (Ed.), Oral History i Danmark [Oral History in Denmark] (pp. 97–118). Odense: Syddansk Universitetsforlag. Jønsson, H. V. (2013). I velfærdsstatens randområde. Socialdemokratiets integrationspolitik 1960’erne til 2000’erne [On the margins of the welfare state. Social Democracy’s integration politics 1960s–2000s]. Department of History and Centre for Welfare State Research, University of Southern Denmark, Odense, Denmark. Kettunen, P. (2011). Welfare nationalism and competitive community. In Welfare citizenship and welfare nationalism (pp. 79–117). NordWel Studies in Historical Welfare State Research, 2. Padovan-Özdemir, M., & Ydesen, C. (2016). Professional encounters with the post-WWII immigrant: A privileged prism for studying the shaping of European welfare nation-states. Paedagogica historica, 52(5), 423-437. Popkewitz, T. S. (2000). Globalization/Regionalization, Knowledge, and the Educational Practices: Some Notes on Comparative Strategies for Educational Research. In Educational Knowledge – changing Relationships between the State, Civil Society, and the Educational Community (pp. 3–27). Ithaca: State University of New York Press. Popkewitz, T. S. (2007). Cosmopolitanism and the age of school reform: Science, education, and making society by making the child. London: Routledge. Suszycki, A. M. (2011). Introduction. In Welfare citizenship and welfare nationalism (Vol. 2, pp. 9–22). NordWel Studies in Historical Welfare State Research. Øland, T. (2010). A state ethnography of progressivism: Danish school pedagogues and their efforts to emancipate the powers of the child, the people and the culture 1929-1960. Praktiske Grunde. Tidsskrift for Kultur- og Samfundsvidenskab (1), 57–89.
OriginalsprogEngelsk
Publikationsdato2019
StatusUdgivet - 2019
BegivenhedISCHE 41SPACES AND PLACES OF EDUCATION - University of Porto, Porto, Portugal
Varighed: 16 jul. 201920 jul. 2019

Konference

KonferenceISCHE 41SPACES AND PLACES OF EDUCATION
LokationUniversity of Porto
LandPortugal
ByPorto
Periode16/07/201920/07/2019

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oral history
Denmark
migrant
experience
student
inclusion
education
labor market
education system
exclusion
welfare
immigrant
school
work force
Group
further education
school education
historical development
research approach
educational policy

Citer dette

Li, J. H. (2019). Oral histories of newly arrived migrant children’s experiences of schooling in Denmark from the 1970s to the 1990s. 514-515. Abstract fra ISCHE 41SPACES AND PLACES OF EDUCATION, Porto, Portugal.
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abstract = "The paper presents a study aiming at historicizing the schooling experiences of migrant children with a nonwestern background from the 1970s to the 1990s in the Danish education system. The focus is on how the students experienced their reception in the school institution and how school was preparing the students for the transition between elementary school and further education and labor market. The main methodology is oral history interviews with people who arrived in the Danish education system as children with a non-western background. The focus on the immigrant groups from non-western countries is chosen due to the fact that Danish education politics since the 1970s have targeted these groups of students as groups needing extracurricular education efforts for inclusion (Buchardt, 2016). However, there seems to be a knowledge deficit concerning the ‘effects’ of these policies from a student perspective in the period between the 1970s and the 1990s. Previous research in the field of education and other welfare provisions for migrant children in a historical perspective since the work-immigrant wave begun in the 1960s in Denmark has been on the policy-makers (e.g. J{\o}nsson, 2013), provision providers (e.g. {\O}land, 2010; Padovan-{\"O}zdemir & Ydesen, 2016), the curriculum materials (e.g. Buchardt, 2016) and less from a student perspective. Oral history is a research approach that produces the sources as well as being the method to select and interpret the (oral) sources, and in both senses it engages with experience. Consequently, this project illuminates the students’ experience of practiced educational policy in order to capture both the past (history) and the past as it appears in the present (the memory) (Bak, 2016). The intention is to generate new knowledge about how reception- and integration models and preparation to labor market were practiced in a student perspective from the 1970s to the 1990s, but just as importantly to explore how students ascribe meaning to the school experience today (inspired by Gr{\o}nb{\ae}k Jensen, Rasmussen, & Kragh, 2016, p. 113). Historically, education has especially since the emergence of the modern nation-states been linked to the state and the production of its work force and citizenry and thus of belonging to the national space (Popkewitz, 2000). Buchardt (2018) argues that the educational political efforts since the 1970s in Denmark directed toward newly arrived migrants and their children can also be viewed as a means to circumscribe welfare distribution and in Popkewitz’ (2007) terms as double registers of inclusion and exclusion, as well as a hierarchy of inclusion. Theoretically, the study thus seeks to illuminate the historical development of the internal bordering of the nation in the context of the Danish welfare-state model (Kettunen, 2011; Suszycki, 2011) through exploring how the historical hierarchies of inclusion and exclusion in education and in relation to the labor market preparation in education are experienced by students under shifting policies from the 1970s to the 1990s.",
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Li, JH 2019, 'Oral histories of newly arrived migrant children’s experiences of schooling in Denmark from the 1970s to the 1990s' ISCHE 41SPACES AND PLACES OF EDUCATION, Porto, Portugal, 16/07/2019 - 20/07/2019, s. 514-515.

Oral histories of newly arrived migrant children’s experiences of schooling in Denmark from the 1970s to the 1990s. / Li, Jin Hui.

2019. 514-515 Abstract fra ISCHE 41SPACES AND PLACES OF EDUCATION, Porto, Portugal.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

TY - ABST

T1 - Oral histories of newly arrived migrant children’s experiences of schooling in Denmark from the 1970s to the 1990s

AU - Li, Jin Hui

PY - 2019

Y1 - 2019

N2 - The paper presents a study aiming at historicizing the schooling experiences of migrant children with a nonwestern background from the 1970s to the 1990s in the Danish education system. The focus is on how the students experienced their reception in the school institution and how school was preparing the students for the transition between elementary school and further education and labor market. The main methodology is oral history interviews with people who arrived in the Danish education system as children with a non-western background. The focus on the immigrant groups from non-western countries is chosen due to the fact that Danish education politics since the 1970s have targeted these groups of students as groups needing extracurricular education efforts for inclusion (Buchardt, 2016). However, there seems to be a knowledge deficit concerning the ‘effects’ of these policies from a student perspective in the period between the 1970s and the 1990s. Previous research in the field of education and other welfare provisions for migrant children in a historical perspective since the work-immigrant wave begun in the 1960s in Denmark has been on the policy-makers (e.g. Jønsson, 2013), provision providers (e.g. Øland, 2010; Padovan-Özdemir & Ydesen, 2016), the curriculum materials (e.g. Buchardt, 2016) and less from a student perspective. Oral history is a research approach that produces the sources as well as being the method to select and interpret the (oral) sources, and in both senses it engages with experience. Consequently, this project illuminates the students’ experience of practiced educational policy in order to capture both the past (history) and the past as it appears in the present (the memory) (Bak, 2016). The intention is to generate new knowledge about how reception- and integration models and preparation to labor market were practiced in a student perspective from the 1970s to the 1990s, but just as importantly to explore how students ascribe meaning to the school experience today (inspired by Grønbæk Jensen, Rasmussen, & Kragh, 2016, p. 113). Historically, education has especially since the emergence of the modern nation-states been linked to the state and the production of its work force and citizenry and thus of belonging to the national space (Popkewitz, 2000). Buchardt (2018) argues that the educational political efforts since the 1970s in Denmark directed toward newly arrived migrants and their children can also be viewed as a means to circumscribe welfare distribution and in Popkewitz’ (2007) terms as double registers of inclusion and exclusion, as well as a hierarchy of inclusion. Theoretically, the study thus seeks to illuminate the historical development of the internal bordering of the nation in the context of the Danish welfare-state model (Kettunen, 2011; Suszycki, 2011) through exploring how the historical hierarchies of inclusion and exclusion in education and in relation to the labor market preparation in education are experienced by students under shifting policies from the 1970s to the 1990s.

AB - The paper presents a study aiming at historicizing the schooling experiences of migrant children with a nonwestern background from the 1970s to the 1990s in the Danish education system. The focus is on how the students experienced their reception in the school institution and how school was preparing the students for the transition between elementary school and further education and labor market. The main methodology is oral history interviews with people who arrived in the Danish education system as children with a non-western background. The focus on the immigrant groups from non-western countries is chosen due to the fact that Danish education politics since the 1970s have targeted these groups of students as groups needing extracurricular education efforts for inclusion (Buchardt, 2016). However, there seems to be a knowledge deficit concerning the ‘effects’ of these policies from a student perspective in the period between the 1970s and the 1990s. Previous research in the field of education and other welfare provisions for migrant children in a historical perspective since the work-immigrant wave begun in the 1960s in Denmark has been on the policy-makers (e.g. Jønsson, 2013), provision providers (e.g. Øland, 2010; Padovan-Özdemir & Ydesen, 2016), the curriculum materials (e.g. Buchardt, 2016) and less from a student perspective. Oral history is a research approach that produces the sources as well as being the method to select and interpret the (oral) sources, and in both senses it engages with experience. Consequently, this project illuminates the students’ experience of practiced educational policy in order to capture both the past (history) and the past as it appears in the present (the memory) (Bak, 2016). The intention is to generate new knowledge about how reception- and integration models and preparation to labor market were practiced in a student perspective from the 1970s to the 1990s, but just as importantly to explore how students ascribe meaning to the school experience today (inspired by Grønbæk Jensen, Rasmussen, & Kragh, 2016, p. 113). Historically, education has especially since the emergence of the modern nation-states been linked to the state and the production of its work force and citizenry and thus of belonging to the national space (Popkewitz, 2000). Buchardt (2018) argues that the educational political efforts since the 1970s in Denmark directed toward newly arrived migrants and their children can also be viewed as a means to circumscribe welfare distribution and in Popkewitz’ (2007) terms as double registers of inclusion and exclusion, as well as a hierarchy of inclusion. Theoretically, the study thus seeks to illuminate the historical development of the internal bordering of the nation in the context of the Danish welfare-state model (Kettunen, 2011; Suszycki, 2011) through exploring how the historical hierarchies of inclusion and exclusion in education and in relation to the labor market preparation in education are experienced by students under shifting policies from the 1970s to the 1990s.

KW - Migrant Children

KW - Education

KW - Labor Market Preparation

KW - Inclusion-Exclusion

M3 - Conference abstract for conference

SP - 514

EP - 515

ER -