Abstract
Abstract
This paper is part of an interdisciplinary dissertation inspired by policy studies, history, and sociology of education which investigates how newly arrived migrant pupils are received in the welfare state through the case of a Danish municipality. The paper explores how contemporary national reception policy is recontextualized at the official municipal field and pedagogized at schools by asking how policy on the reception of newly arrived migrant pupils is transformed in a Danish municipality.
The empirical material consists of 15 interviews with policymakers, municipal bureaucrats, and front-workers at the school level of two schools; key actors in the process and practice on reception of newly arrived migrant pupils in different fields such as being in both/or the administrative bureaucracy of the municipality and the street-level bureaucracy of schools. To explore the local tensions in these recontextualization processes, the paper draws on Bernstein’s notion of the pedagogic device (Bernstein, 2003). More specifically, the analytical focus is on how power and control relations take place in what Bernstein terms the official recontextualizing field (the municipality) and the pedagogical recontextualizing field (the schools) (Lilliedahl, 2015, p. 42; Singh et al., 2013). These concepts are supplemented by (bureaucratic) autonomy and discretion (Lipsky, 2010), directing attention towards exploring agent and agency boundaries and how discretion affect the recontextualization processes.
Through these explorations, the paper aims at making visible the tensions and intersections between the official recontextualizing field and the pedagogic recontextualizing field and relay how the autonomy and discretion of different agents and agencies influence the local municipal recontextualization of reception policy.
This paper is part of an interdisciplinary dissertation inspired by policy studies, history, and sociology of education which investigates how newly arrived migrant pupils are received in the welfare state through the case of a Danish municipality. The paper explores how contemporary national reception policy is recontextualized at the official municipal field and pedagogized at schools by asking how policy on the reception of newly arrived migrant pupils is transformed in a Danish municipality.
The empirical material consists of 15 interviews with policymakers, municipal bureaucrats, and front-workers at the school level of two schools; key actors in the process and practice on reception of newly arrived migrant pupils in different fields such as being in both/or the administrative bureaucracy of the municipality and the street-level bureaucracy of schools. To explore the local tensions in these recontextualization processes, the paper draws on Bernstein’s notion of the pedagogic device (Bernstein, 2003). More specifically, the analytical focus is on how power and control relations take place in what Bernstein terms the official recontextualizing field (the municipality) and the pedagogical recontextualizing field (the schools) (Lilliedahl, 2015, p. 42; Singh et al., 2013). These concepts are supplemented by (bureaucratic) autonomy and discretion (Lipsky, 2010), directing attention towards exploring agent and agency boundaries and how discretion affect the recontextualization processes.
Through these explorations, the paper aims at making visible the tensions and intersections between the official recontextualizing field and the pedagogic recontextualizing field and relay how the autonomy and discretion of different agents and agencies influence the local municipal recontextualization of reception policy.
| Original language | English |
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| Publication date | 9 Sept 2022 |
| Publication status | Published - 9 Sept 2022 |
| Event | The Vienna-Wisconsin Madison-Chapel Hill-Stanford-Aalborg Doctoral Colloquium for the History and Politics of Education - University of North Carolina, Chapel Hill, Chapel Hill, United States Duration: 8 Sept 2022 → 10 Sept 2022 |
Seminar
| Seminar | The Vienna-Wisconsin Madison-Chapel Hill-Stanford-Aalborg Doctoral Colloquium for the History and Politics of Education |
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| Location | University of North Carolina, Chapel Hill |
| Country/Territory | United States |
| City | Chapel Hill |
| Period | 08/09/2022 → 10/09/2022 |