Popular Education, Migration and a Discourse of Inclusion

Autor/inn/en	Fejes, Andreas; Dahlstedt, Magnus
Titel	Popular Education, Migration and a Discourse of Inclusion
Quelle	In: Studies in the Education of Adults, 49 (2017) 2, S.214-227 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fejes, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2018.1463656
Schlagwörter	Foreign Countries; Popular Education; Migration; Inclusion; Discourse Analysis; Migrants; Second Language Learning; Swedish; Policy Analysis; Educational Policy; Course Descriptions; Case Studies; Neoliberalism; Sweden + Suchen Sie Ihr Suchwort? Ausland; Befreiungspädagogik; Inklusion; Diskursanalyse; Migrantin; Zweitsprachenerwerb; Schwedisch; Politikfeldanalyse; Politics of education; Bildungspolitik; Kursstrukturplan; Case study; Fallstudie; Case Study; Neo-liberalism; Neoliberalismus; Schweden
Abstract	In this article, we focus on how a discourse on inclusion operates through language learning programmes for migrants. We direct our attention to a new form of activities funded by the Swedish government, "Swedish from day 1," organised by popular education institutions. These activities emerged in connection to the migration flows in 2015, receiving large sums in funding from the government. They target newly arrived migrants who are waiting for a decision on their resident permit application, and the aim is to provide an introduction to the Swedish language as well as to Swedish society. Drawing on a Foucault-inspired theorization, we direct our attention to how a discourse of inclusion operate through the way these initiatives are spoken about, how these activities are described, what they are intended to attain, and what kind of citizen is shaped through such a way of speaking. We analyse policy documents produced by different actors involved in the process of Swedish from day 1, as well as case study descriptions of courses. We argue that the discourse on inclusion that emerges encompasses a wider as well as an instrumental notion of inclusion. Migrants are positioned as 'in deficit', in need of knowledge in order to become included. Such knowledge does not limit itself to knowledge of the Swedish language and knowledge about Swedish society, but also knowledge of health issues, and knowledge about how the migrants can market themselves and their competencies. We end the article by relating this discourse on inclusion to a wider discussion on neoliberal rationalities of governing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01