Abstract
This dissertation examines how newly arrived migrant pupils through different reception approaches are handled in the Danish welfare state. Contemporary debates about how to best receive non-Danish-speaking pupils in the Danish folkeskole (public comprehensive school) direct attention to how varying municipal reception approaches are developed and negotiated. Through three articles, the dissertation explores how knowledge and policy intertwine when reception is negotiated nationally and locally. In the development of reception approaches in the Danish welfare state, local policymaking, and historical willingness to experiment with approaches to progress knowledge production, intertwines with the perceived expertise and experience of civil servants and certain school staff. Because of this, negotiations about reception continuously occur and change directed by overarching discourses in the pedagogical field disregarding previous approaches to favor inclusion of pupils in the mainstream classroom as an expression of gaining access to the Danish welfare state.
Translated title of the contribution | Håndtering af dilemmaer i modtagelsestilgange for nyankomne migrante elever i den danske velfærdsstat |
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Original language | English |
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Publication status | Published - 2023 |
Bibliographical note
Thesis not published.Keywords
- Reception approach
- Reception class
- Direct enrollment
- Danish welfare state
- Education politics
- Migrant education
- Migrant education history
- History of education
- Sociology of education
- Sociology of knowledge
- Street-level bureaucracy
- Local governance
- Migrant pupils