How a school setting can generate social capital for young refugees: Qualitative insights from a folk high school in Denmark

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Standard

How a school setting can generate social capital for young refugees : Qualitative insights from a folk high school in Denmark. / Børsch, Anne Sofie; Skovdal, Morten; Jervelund, Signe Smith.

I: Journal of Refugee Studies, Bind 34, Nr. 1, 2021, s. 718–740.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Børsch, AS, Skovdal, M & Jervelund, SS 2021, 'How a school setting can generate social capital for young refugees: Qualitative insights from a folk high school in Denmark', Journal of Refugee Studies, bind 34, nr. 1, s. 718–740. https://doi.org/10.1093/jrs/fez003

APA

Børsch, A. S., Skovdal, M., & Jervelund, S. S. (2021). How a school setting can generate social capital for young refugees: Qualitative insights from a folk high school in Denmark. Journal of Refugee Studies, 34(1), 718–740. https://doi.org/10.1093/jrs/fez003

Vancouver

Børsch AS, Skovdal M, Jervelund SS. How a school setting can generate social capital for young refugees: Qualitative insights from a folk high school in Denmark. Journal of Refugee Studies. 2021;34(1):718–740. https://doi.org/10.1093/jrs/fez003

Author

Børsch, Anne Sofie ; Skovdal, Morten ; Jervelund, Signe Smith. / How a school setting can generate social capital for young refugees : Qualitative insights from a folk high school in Denmark. I: Journal of Refugee Studies. 2021 ; Bind 34, Nr. 1. s. 718–740.

Bibtex

@article{5c806de6ffb44164a7095ad42961260b,
title = "How a school setting can generate social capital for young refugees: Qualitative insights from a folk high school in Denmark",
abstract = "Many of the refugees who have recently arrived in Denmark and other European countries are young people. In order to support refugee youth, it is important to understand how institutions and initiatives in the receiving countries may best facilitate their social inclusion. Drawing on the concept of social capital, this article explores school practices supporting refugees through a qualitative case study of a Danish folk high school—an informal residential college for young people. At the school, participant observation, 10 interviews (with school management, four refugee students and four majority ethnic Danish students) as well as two focus groups (with majority ethnic and refugee students, respectively) were carried out. We discuss the school resources that help create a setting in which students and teachers may work collaboratively to support the integration of young refugees, highlighting four key dimensions: (i) intensive instruction in the local language, (ii) a commitment to nurturing positive inter-ethnic relationships, (iii) a sense of collective responsibility and (iv) an inclusive school ethos. We conclude with a discussion on how lessons from our case study can inform a wider conceptualization of a {\textquoteleft}refugee-competent school{\textquoteright} setting.",
author = "B{\o}rsch, {Anne Sofie} and Morten Skovdal and Jervelund, {Signe Smith}",
year = "2021",
doi = "10.1093/jrs/fez003",
language = "English",
volume = "34",
pages = "718–740",
journal = "Journal of Refugee Studies",
issn = "0951-6328",
publisher = "Oxford University Press",
number = "1",

}

RIS

TY - JOUR

T1 - How a school setting can generate social capital for young refugees

T2 - Qualitative insights from a folk high school in Denmark

AU - Børsch, Anne Sofie

AU - Skovdal, Morten

AU - Jervelund, Signe Smith

PY - 2021

Y1 - 2021

N2 - Many of the refugees who have recently arrived in Denmark and other European countries are young people. In order to support refugee youth, it is important to understand how institutions and initiatives in the receiving countries may best facilitate their social inclusion. Drawing on the concept of social capital, this article explores school practices supporting refugees through a qualitative case study of a Danish folk high school—an informal residential college for young people. At the school, participant observation, 10 interviews (with school management, four refugee students and four majority ethnic Danish students) as well as two focus groups (with majority ethnic and refugee students, respectively) were carried out. We discuss the school resources that help create a setting in which students and teachers may work collaboratively to support the integration of young refugees, highlighting four key dimensions: (i) intensive instruction in the local language, (ii) a commitment to nurturing positive inter-ethnic relationships, (iii) a sense of collective responsibility and (iv) an inclusive school ethos. We conclude with a discussion on how lessons from our case study can inform a wider conceptualization of a ‘refugee-competent school’ setting.

AB - Many of the refugees who have recently arrived in Denmark and other European countries are young people. In order to support refugee youth, it is important to understand how institutions and initiatives in the receiving countries may best facilitate their social inclusion. Drawing on the concept of social capital, this article explores school practices supporting refugees through a qualitative case study of a Danish folk high school—an informal residential college for young people. At the school, participant observation, 10 interviews (with school management, four refugee students and four majority ethnic Danish students) as well as two focus groups (with majority ethnic and refugee students, respectively) were carried out. We discuss the school resources that help create a setting in which students and teachers may work collaboratively to support the integration of young refugees, highlighting four key dimensions: (i) intensive instruction in the local language, (ii) a commitment to nurturing positive inter-ethnic relationships, (iii) a sense of collective responsibility and (iv) an inclusive school ethos. We conclude with a discussion on how lessons from our case study can inform a wider conceptualization of a ‘refugee-competent school’ setting.

U2 - 10.1093/jrs/fez003

DO - 10.1093/jrs/fez003

M3 - Journal article

VL - 34

SP - 718

EP - 740

JO - Journal of Refugee Studies

JF - Journal of Refugee Studies

SN - 0951-6328

IS - 1

ER -

ID: 211098964