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Absenteeism, Count models, Random effects, Mixture distributions,

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The aim of this study is to unravel the multifaceted sentiments of belonging which children who are born in Denmark but whose parents have direct personal experiences of transnational migration can have within and beyond the Danish comprehensive public school system. The empirical basis of the study stems from fieldwork at one school in Denmark and consists primarily of interviews with children (n = 19). This study shows how language, religion, and the countries of birth of the children’s parents play very different roles in the children’s narratives of belonging, which, in turn, indicate that the school to varying degrees accommodates the transnational aspects of children’s lives according to how well they fit into the ‘Danishness’ that the school prescribes. The paper concludes by considering ways forward to better understand and counteract tendencies towards alienation, which schools’ handling of the transnational aspects of children’s lives might entail.

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Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children’s cognitive and social skills. However, other aspects of this approach have attracted less attention – for example, given the focus on children’s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was to help fill this research gap by describing how children perceived a week of online philosophical dialogues. We conducted 58 dialogues in emergency teaching during the COVID-19 lockdown in Denmark and asked the children questions about their experiences of the dialogues – for instance, about their overall impressions, their perceptions of meaning and the facilitators, and their sense of community. We found that the children generally enjoyed the dialogues and understood their rationale even though the rationale had not been explicitly discussed with them. We also found that the children’s opinions were diverse and complex, that some of their descriptions were surprising and that their experiences, in general, matched influential descriptions of dialogic teaching ideals. Our findings confirm that it is important to examine children’s perspectives; therefore, we emphasise the need for further attention to the experiences of children participating in philosophical dialogues.

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