The rights of refugee children and teachers: The case of Sweden

• In Event: Refugee Education, Research, and Union Advocacy: Findings from Lebanon, Germany, and Sweden

Proposal

Teachers’ unions advocate for conditions to improve the teaching profession, as well as conditions to guarantee children’s and students’ right to equitable, quality education. To do that, Lärarförbundet in Sweden relies on research about different aspects of the Swedish education system, how it develops, and possible explanations. Research is mainly conducted through Swedish universities and institutes, through specific studies commissioned by Lärarförbundet, as well as through recurring surveys among union members. This paper highlights such research in relation to the education of newly arrived, asylum-seeking, and refugee children.

In 2017 Lärarförbundet carried out a major membership survey and dialogue involving approximately 36,000 teachers. When members were asked, what is the main motivation in your professional life, the response was close to unanimous: “To relate to each child/student and facilitate his or her development.” When asked what they would like to be engaged in, research and pedagogical development came out as top priorities. In particular, teachers identified pedagogical development and research carried out together with colleagues as key areas of interest.

The findings of the 2017 study provide an important backdrop when discussing the response of Swedish institutions and authorities towards newly arrived, asylum-seeking, and refugee children regarding their right to education and how researchers and unions can work together to develop relevant advocacy. Nihad Bunar’s National Case Studies on the Rights of Refugee Children and Teachers: Sweden, is a direct response to what members have called for. Lärarförbundet has drawn on the findings to formulate its’ own policy.

Important reforms aiming at securing the right to education of newly arrived, asylum seeking, and refugee children have been enacted in Sweden in recent years. Reforms involve key elements such as compulsory mapping of students’ previous knowledge and experience within two months of arrival in a school; preparatory classes combined with inclusion into a regular class; possibility of reallocation of teaching hours from regular subjects to Swedish or Swedish as a second language. A much-repeated aspect of reforms is the need to adapt education to each child’s and student’s needs, knowledge level, and experiences.

The findings point to the gap between current legislation and policy making, and practices at the local municipal and school levels. One conclusion is the need for politicians to move from policy making to providing the necessary support and resources to refugees themselves, to school professionals, and local communities. This is a general conclusion that is useful for the unions’ advocacy work. Specific findings concerning, the effects of reform on the individual child’s and student’s results, inclusion in Swedish school and society, the relationship between immigrant parents and the school, the real time and support needed by a newly arrived teacher to become a teacher in Sweden are vital to the union’s members, their workload, and professional development needs. When unions draw on academic research to inform their advocacy, they are better positioned to address the needs of their members and the diverse students they serve.

Author

• Ina Eriksson, Lärarförbundet