Abstract
Children moving to Denmark are categorized as ‘newly arrived migrant children’, whether they
migrate because of war, work, or other factors. Since the summer of 2016, several municipalities
across Denmark have enrolled newly arrived migrant children from grade 0 to 6 directly in regular
class. While there are many reasons for doing so, we have little knowledge on if and how these
children can participate in Danish school practices without speaking the local language. The
presentation is based on my PhD project and investigates this knowledge gap. Research on the
topic is driven by discussions on the advantages and disadvantages of the two reception models:
reception class or direct enrolment in regular class. The discussions centre on the placement of
these children in school. Instead of asking where the children are enrolled, this presentation
zooms in on what newly arrived migrant children are enrolled in and how adults surrounding
newly arrived migrant children can support their participation. This is done by combining
Vygotsky’s concept of the zone of proximal development explored through Rogoff’s notion of
‘guided participation’ with Gibson’s notion of ‘affordance’ and the invitational character of the
environment. By combining these three theoretical concepts the study’s main contribution is to
develop a vocabulary, or rather, a perspective for teachers and other practitioners to adopt when
including newly arrived migrant children in school. This perspective will help teachers and
practitioners to extend the children’s zone of proximal development through guided participation
in school activities, even as these children’s participation are hindered by a language barrier. The
aim of the presentation, thus, is to explores a possible pedagogical practice of non-language-
based participation by posing the question: how can we organize the environment to afford newly
arrived migrant children’s participation in school?
migrate because of war, work, or other factors. Since the summer of 2016, several municipalities
across Denmark have enrolled newly arrived migrant children from grade 0 to 6 directly in regular
class. While there are many reasons for doing so, we have little knowledge on if and how these
children can participate in Danish school practices without speaking the local language. The
presentation is based on my PhD project and investigates this knowledge gap. Research on the
topic is driven by discussions on the advantages and disadvantages of the two reception models:
reception class or direct enrolment in regular class. The discussions centre on the placement of
these children in school. Instead of asking where the children are enrolled, this presentation
zooms in on what newly arrived migrant children are enrolled in and how adults surrounding
newly arrived migrant children can support their participation. This is done by combining
Vygotsky’s concept of the zone of proximal development explored through Rogoff’s notion of
‘guided participation’ with Gibson’s notion of ‘affordance’ and the invitational character of the
environment. By combining these three theoretical concepts the study’s main contribution is to
develop a vocabulary, or rather, a perspective for teachers and other practitioners to adopt when
including newly arrived migrant children in school. This perspective will help teachers and
practitioners to extend the children’s zone of proximal development through guided participation
in school activities, even as these children’s participation are hindered by a language barrier. The
aim of the presentation, thus, is to explores a possible pedagogical practice of non-language-
based participation by posing the question: how can we organize the environment to afford newly
arrived migrant children’s participation in school?
| Bidragets oversatte titel | Dirkte inklusion og deltagelse: om en pædagogisk praksis for deltagelsesaffordances |
|---|---|
| Originalsprog | Engelsk |
| Publikationsdato | 2024 |
| Status | Udgivet - 2024 |
| Begivenhed | 1st international conference on Embodied Education: Breaking new grounds in embodied education - Aarhus Universitet, DPU, københavn, Danmark Varighed: 15 maj 2024 → 17 maj 2024 Konferencens nummer: 1 https://conferences.au.dk/embodied-education2024 |
Konference
| Konference | 1st international conference on Embodied Education |
|---|---|
| Nummer | 1 |
| Lokation | Aarhus Universitet, DPU |
| Land/Område | Danmark |
| By | københavn |
| Periode | 15/05/2024 → 17/05/2024 |
| Andet | The 1st International Conference on Embodied Education is aimed at conveying a community of people interested in embodied education and the related topics, like enaction, emotion, extended mind, embedded cognition, sports, wellbeing, and the performative arts (such as music, dance and drama). The goal is to bring together artists, scholars, practitioners, teachers and students to reflect on themes like the mind-body nexus, lived body, agency, consciousness, intercorporeality, social mind, and similar topics. With this conference we want to cut the first turf toward an international movement of people dedicated to this topic |
| Internetadresse |