Dilemmas of ‘doing good’ : how teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark
- Author
- Anne Sofie Borsch, An Verelst (UGent) , Signe Smith Jervelund, Ilse Derluyn (UGent) and Morten Skovdal
- Organization
- Project
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- RefugeesWellSchool (RefugeesWellSchool: Preventive school-based interventions to promote the mental well-being of refugee and migrant adolescents)
- Abstract
- There is growing interest in the role of schools in supporting children facing adversity, including children with refugee and immigrant backgrounds. Based on six months of ethnographic fieldwork (December 2018 to June 2019) and interviews with teachers in two classes for adolescent newcomer refugee and immigrant learners in Denmark, this paper explores teacher responses to everyday dilemmas in supporting and caring for refugee and immigrant learners at school with a focus on three key areas: 1) in relation to teaching while safeguarding the adolescents’ self-image, 2) in caring for the adolescents emotionally, socially and physically, and 3) in building trust and being the adolescents’ confidants. Based on the findings, we argue that caring for newcomer adolescents cannot be reduced to questions of formal training and technical skills. Rather, it is intimately linked to attentiveness, experimentation and sensitivity to learners’ needs. Furthermore, we discuss how scholarly analysis of teacher responses to care-related dilemmas can help generate contextualised insights into the broader support needs of teachers engaging in care work in specific social contexts.
- Keywords
- Teachers, care, dilemmas, refugee, immigrant, MENTAL-HEALTH, EDUCATION, CHILDREN, PUPILS, EXPERIENCES, STUDENTS, PARENTS, SUPPORT, SCHOOLS
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01HMSF07WHEQRYXQ8G9W3ZVKBT
- MLA
- Borsch, Anne Sofie, et al. “Dilemmas of ’doing Good’ : How Teachers Respond to the Care Needs of Newly Arrived Refugee and Immigrant Adolescents in Denmark.” PASTORAL CARE IN EDUCATION, vol. 42, no. 1, 2024, pp. 81–99, doi:10.1080/02643944.2023.2214913.
- APA
- Borsch, A. S., Verelst, A., Jervelund, S. S., Derluyn, I., & Skovdal, M. (2024). Dilemmas of ’doing good’ : how teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark. PASTORAL CARE IN EDUCATION, 42(1), 81–99. https://doi.org/10.1080/02643944.2023.2214913
- Chicago author-date
- Borsch, Anne Sofie, An Verelst, Signe Smith Jervelund, Ilse Derluyn, and Morten Skovdal. 2024. “Dilemmas of ’doing Good’ : How Teachers Respond to the Care Needs of Newly Arrived Refugee and Immigrant Adolescents in Denmark.” PASTORAL CARE IN EDUCATION 42 (1): 81–99. https://doi.org/10.1080/02643944.2023.2214913.
- Chicago author-date (all authors)
- Borsch, Anne Sofie, An Verelst, Signe Smith Jervelund, Ilse Derluyn, and Morten Skovdal. 2024. “Dilemmas of ’doing Good’ : How Teachers Respond to the Care Needs of Newly Arrived Refugee and Immigrant Adolescents in Denmark.” PASTORAL CARE IN EDUCATION 42 (1): 81–99. doi:10.1080/02643944.2023.2214913.
- Vancouver
- 1.Borsch AS, Verelst A, Jervelund SS, Derluyn I, Skovdal M. Dilemmas of ’doing good’ : how teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark. PASTORAL CARE IN EDUCATION. 2024;42(1):81–99.
- IEEE
- [1]A. S. Borsch, A. Verelst, S. S. Jervelund, I. Derluyn, and M. Skovdal, “Dilemmas of ’doing good’ : how teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark,” PASTORAL CARE IN EDUCATION, vol. 42, no. 1, pp. 81–99, 2024.
@article{01HMSF07WHEQRYXQ8G9W3ZVKBT,
abstract = {{There is growing interest in the role of schools in supporting children facing adversity, including children with refugee and immigrant backgrounds. Based on six months of ethnographic fieldwork (December 2018 to June 2019) and interviews with teachers in two classes for adolescent newcomer refugee and immigrant learners in Denmark, this paper explores teacher responses to everyday dilemmas in supporting and caring for refugee and immigrant learners at school with a focus on three key areas: 1) in relation to teaching while safeguarding the adolescents’ self-image, 2) in caring for the adolescents emotionally, socially and physically, and 3) in building trust and being the adolescents’ confidants. Based on the findings, we argue that caring for newcomer adolescents cannot be reduced to questions of formal training and technical skills. Rather, it is intimately linked to attentiveness, experimentation and sensitivity to learners’ needs. Furthermore, we discuss how scholarly analysis of teacher responses to care-related dilemmas can help generate contextualised insights into the broader support needs of teachers engaging in care work in specific social contexts.}},
author = {{Borsch, Anne Sofie and Verelst, An and Jervelund, Signe Smith and Derluyn, Ilse and Skovdal, Morten}},
issn = {{0264-3944}},
journal = {{PASTORAL CARE IN EDUCATION}},
keywords = {{Teachers,care,dilemmas,refugee,immigrant,MENTAL-HEALTH,EDUCATION,CHILDREN,PUPILS,EXPERIENCES,STUDENTS,PARENTS,SUPPORT,SCHOOLS}},
language = {{eng}},
number = {{1}},
pages = {{81--99}},
title = {{Dilemmas of ‘doing good’ : how teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark}},
url = {{http://doi.org/10.1080/02643944.2023.2214913}},
volume = {{42}},
year = {{2024}},
}
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