Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education

Abstract

In the Convention of the right of the Child (CRC) it is stated that all children should be protected from all kinds of violence. However war, social conflicts and climatic catastrophes have placed immigrant children at risk to object for violence. The purpose of this paper is to study how Sweden politically advice actors within the educational field to approach newly arrived pupils in education by placing it in relation to research about violence. What is particularly payed attention to in the policy document is need to oppose the following risks: b) being in risk of exclusion, c) facing perceptions of assimilation, and f) a lack of clear responsibilities amongst the actors assisting the immigrant children. A fuzziness of responsibilities is at time created with concepts such as "the school should". Education for the Other is the most dominant strategy emphasizing that the newly arrived child's needs in education should be recognized as well as the importance to distribute what is lacking to promote the pupil's development. The advices do not say anything about the content of knowledge required amongst various actors in order to do analysis of processes. [1170]

Representaciones y reconocimiento de la infancia (des)protegida: dilemas de la Educación Social desde Melilla

“…Una posible medida para revertir su situación sería dotarles de mayores oportunidades de participación política, dado que una sociedad democrática requiere la máxima participación posible de todos sus actores, incluidos los NNAJ. Esto es especialmente urgente en aquellas políticas que afectan directa o indirectamente a los NNAJ, donde es necesario escuchar sus voces (Edling & Francia, 2017).…”

“…Otro de los pilares sobre los que se asienta la obra de Fraser y Honneth ( 2006) es la participación infantil como un elemento clave para su reconocimiento en un sistema democrático. En esta línea, varios autores (Montané, 2014(Montané, , 2020Edling & Francia, 2017) insisten en la necesidad de dar voz y capacidad de decisión a la infancia en el ámbito político, especialmente en lo que le atañe directa o indirectamente. La educación es un derecho y la Educación Social es un indicador de desarrollo democrático que encierra en sí misma la comprensión de la justica social y el respeto a los derechos humanos.…”