ABSTRACT

Sweden’s Art and Music Schools (SAMS) have assumed some responsibility for facilitating refugee children’s social inclusion. This article investigates how the inclusion of refugee children in SAMS is introduced by leaders as well as how the theme is constructed and addressed as a topic in policy documents (related to the national policy process for SAMS). Two data sets constitute the empirical base: (1) conversations with leaders and (2) policy documents. Policy and discourse theories constitute the analytical and theoretical framework. The analyses expose how problematisations occur on an overarching level and how they construct subjects and topics. Furthermore, some significant consequences of different choices of terminology are emphasised; the problematisations have implications for agency capacity. The article concludes that as society changes, SAMS must change to accommodate new cultures while maintaining their own cultures. The results call for a multicentric view of inclusion.

摘要

瑞典的艺术和音乐学校 (SAMS) 承担了促进难民儿童融入社会的一些责任。本文调查了领导人如何将难民儿童纳入 SAMS，以及该主题如何构建和作为政策文件（与 SAMS 的国家政策进程相关）中的一个主题来处理。两个数据集构成了实证基础：（1）与领导人的对话和（2）政策文件。政策和话语理论构成了分析和理论框架。这些分析揭示了问题化是如何在总体层面上发生的，以及它们如何构建主题和主题。此外，还强调了不同术语选择的一些重要后果；问题化对机构能力有影响。文章的结论是，随着社会的变化，SAMS 必须改变以适应新的文化，同时保持自己的文化。结果需要多中心的包容性观点。