'Sitting on embers': a phenomenological exploration of the embodied experiences of inclusion of newly arrived students in Sweden

What can we learn from and with the body in order to understand more about the (lived) experiences of newly arrived students in schools? This question has hitherto been given little attention in relation to the field of migration and education. Using the perspective of Ahmed's critical feminist...

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Bibliographic Details
Published in:Gender and education 2016-11, Vol.28 (7), p.823-838
Main Author: Nilsson Folke, Jenny
Format: Article
Language:English
Subjects:
Attention
barn- och ungdomsvetenskap
Child and Youth Science
Classrooms
Cultural Differences
Educational sociology
embodied experiences
exclusion
Feminism
feminist phenomenology
Fieldwork
Foreign Countries
Immigrants
Inclusion
Inclusive education
Interviews
Migration
Monolingualism
Mythology
newly arrived students
Participant Observation
Phenomenology
Risk
Rural areas
Rural communities
Rural Schools
Schools
Secondary School Students
Social Isolation
Student Adjustment
Student Attitudes
Student Experience
Students
Whites
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Summary:What can we learn from and with the body in order to understand more about the (lived) experiences of newly arrived students in schools? This question has hitherto been given little attention in relation to the field of migration and education. Using the perspective of Ahmed's critical feminist phenomenology, this article aims to explore the embodied experiences of the different contexts that newly arrived students encounter in a rural monolingual school in Sweden. The empirical data are based on participant observation conducted in introductory and mainstream classrooms, as well as interviews undertaken with newly arrived students during a year of fieldwork. The findings of our study show how close attention to newly arrived students' embodied experiences can help to dispel prevailing myths surrounding inclusion, bringing to light thereby how the current lived conditions of inclusion in fact carry with them lines of exclusion.
ISSN:0954-0253
1360-0516
1360-0516
DOI:10.1080/09540253.2015.1093103