ABSTRACT

The aim of this article is to analyze the moral dimensions of teachers’ experiences of working with unaccompanied refugee students in language introduction in Swedish upper secondary school. Theoretically, the analysis uses Bauman’s postmodern ethics, focusing on the tension between the social and the moral space in teachers’ encounters with unaccompanied students. The empirical material is derived from interviews with three teachers, and a reflexive interview approach was used. The outcome of the analysis shows that balancing professional and moral responsibilities is a challenge, and also that while teachers strive to see their students as Other in a moral sense, the demands of the profession might get in the way. This aporia of proximity – the insoluble conflict between the social and the moral space – is faced by the teacher as a moral subject, adding complex moral dimensions to teachers’ work with unaccompanied students.

摘要

本文的目的是分析教师在瑞典高中语言介绍中与无人陪伴的难民学生一起工作的经历的道德维度。理论上，该分析使用鲍曼的后现代伦理学，侧重于教师与无人陪伴学生相遇时社会空间和道德空间之间的紧张关系。经验材料来自与三位教师的访谈，并使用了反思性访谈方法。分析结果表明，平衡职业责任和道德责任是一项挑战，而且虽然教师努力将学生视为道德意义上的他者，但职业的要求可能会成为障碍。这种接近的困境——社会空间和道德空间之间无法解决的冲突——作为一个道德主体面对教师，