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Biding Time with Close Strangers: Teachers' Sensemaking of Newly Arrived Refugee Youths' Educational Aspirations in the Norwegian Context

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Title: Biding Time with Close Strangers: Teachers' Sensemaking of Newly Arrived Refugee Youths' Educational Aspirations in the Norwegian Context
Language: English
Authors: Hans Abraham Hauge, Ketil Eide, Irmelin Kjelaas (ORCID 0000-0001-8454-9604)
Source: Cogent Education. 2024 11(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Refugees, Youth, Inclusion, Academic Aspiration, Teacher Attitudes, Adjustment (to Environment), Teacher Student Relationship, Track System (Education), Emotional Response, Minimum Competencies
Geographic Terms: Norway
DOI: 10.1080/2331186X.2024.2398683
ISSN: 2331-186X
Abstract: There is a widely recognised disjunction between the policies and practices of inclusive education for minority-language students. Using interview data, we analyse how teachers mediate tensions between their newly arrived refugee youth (NARY) students' aspirations for higher education and limited opportunities to tailor teaching within Norway's unitary educational system. The teachers are sympathetic to their students' struggles with past experiences and with having to adapt quickly to an educational system alien to them and relate to NARYs as 'close strangers'. They see aspirations for higher education in the foreseeable future as unrealistic for most NARYs. Using 'sensemaking' theory as an analytical resource, the teachers can be seen as using a 'biding time' approach, waiting patiently for students to opt for vocational instead of academic education. This makes it difficult for NARY students to make informed decisions about their aspirations, and it suppresses critique of how policy ideals of inclusive education are implemented in practice. Teacher education can be improved with more emphasis on how teachers can support and guide NARYs and involve them in their sensemaking of aspirations. This study also identifies challenges with a single-track unitary educational system, not tailored for individual differences between newly arrived language minority students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454328
Database: ERIC
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  Data: Biding Time with Close Strangers: Teachers' Sensemaking of Newly Arrived Refugee Youths' Educational Aspirations in the Norwegian Context
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  Data: <searchLink fieldCode="AR" term="%22Hans+Abraham+Hauge%22">Hans Abraham Hauge</searchLink><br /><searchLink fieldCode="AR" term="%22Ketil+Eide%22">Ketil Eide</searchLink><br /><searchLink fieldCode="AR" term="%22Irmelin+Kjelaas%22">Irmelin Kjelaas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8454-9604">0000-0001-8454-9604</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Cogent+Education%22"><i>Cogent Education</i></searchLink>. 2024 11(1).
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Youth%22">Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Aspiration%22">Academic Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Track+System+%28Education%29%22">Track System (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Minimum+Competencies%22">Minimum Competencies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 10.1080/2331186X.2024.2398683
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  Data: There is a widely recognised disjunction between the policies and practices of inclusive education for minority-language students. Using interview data, we analyse how teachers mediate tensions between their newly arrived refugee youth (NARY) students' aspirations for higher education and limited opportunities to tailor teaching within Norway's unitary educational system. The teachers are sympathetic to their students' struggles with past experiences and with having to adapt quickly to an educational system alien to them and relate to NARYs as 'close strangers'. They see aspirations for higher education in the foreseeable future as unrealistic for most NARYs. Using 'sensemaking' theory as an analytical resource, the teachers can be seen as using a 'biding time' approach, waiting patiently for students to opt for vocational instead of academic education. This makes it difficult for NARY students to make informed decisions about their aspirations, and it suppresses critique of how policy ideals of inclusive education are implemented in practice. Teacher education can be improved with more emphasis on how teachers can support and guide NARYs and involve them in their sensemaking of aspirations. This study also identifies challenges with a single-track unitary educational system, not tailored for individual differences between newly arrived language minority students.
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        Value: 10.1080/2331186X.2024.2398683
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      – Text: English
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        PageCount: 15
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Youth
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Academic Aspiration
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Adjustment (to Environment)
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Track System (Education)
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      – SubjectFull: Emotional Response
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      – SubjectFull: Minimum Competencies
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      – SubjectFull: Norway
        Type: general
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      – TitleFull: Biding Time with Close Strangers: Teachers' Sensemaking of Newly Arrived Refugee Youths' Educational Aspirations in the Norwegian Context
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            NameFull: Irmelin Kjelaas
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