(Im)possibilities of parity of participation in school settings in the lives of unaccompanied youth
Kauhanen, Iida; Lanas, M.; Kaukko, M. (2023-11-29)
Taylor & Francis
29.11.2023
Kauhanen, I., Lanas, M., & Kaukko, M. (2023). (Im)possibilities of parity of participation in school settings in the lives of unaccompanied youth. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2023.2287474
https://creativecommons.org/licenses/by/4.0/
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202406204820
https://urn.fi/URN:NBN:fi:oulu-202406204820
Tiivistelmä
Abstract
Despite the rhetoric of inclusion and equal participation, educational practices end up producing social exclusion. In this research, we are interested in practices where outcomes fail to match efforts with respect to students’ opportunities to participate equally. The research was carried out as a focused ethnography with young people who arrived in Finland as unaccompanied asylum-seeking youths. The results show that separated learning environments in school settings commonly exclude these young people socially from the rest of their peers. The research sheds light on how seemingly ‘innocent’, well-meaning practices form a mesh of exclusion, making inclusion and parity of participation practically impossible for students seeking asylum.
Despite the rhetoric of inclusion and equal participation, educational practices end up producing social exclusion. In this research, we are interested in practices where outcomes fail to match efforts with respect to students’ opportunities to participate equally. The research was carried out as a focused ethnography with young people who arrived in Finland as unaccompanied asylum-seeking youths. The results show that separated learning environments in school settings commonly exclude these young people socially from the rest of their peers. The research sheds light on how seemingly ‘innocent’, well-meaning practices form a mesh of exclusion, making inclusion and parity of participation practically impossible for students seeking asylum.
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