Dilemmas of 'Doing Good': How Teachers Respond to the Care Needs of Newly Arrived Refugee and Immigrant Adolescents in Denmark

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  • Author(s): Anne Sofie Borsch (ORCID Anne Sofie Borsch (ORCID 0000-0002-4368-468X); An Verelst (ORCID An Verelst (ORCID 0000-0002-7178-643X); Signe Smith Jervelund (ORCID Signe Smith Jervelund (ORCID 0000-0002-1459-4781); Ilse Derluyn (ORCID Ilse Derluyn (ORCID 0000-0001-5450-1239); Morten Skovdal (ORCID Morten Skovdal (ORCID 0000-0002-2068-1814)
  • Language:
    English
  • Source:
    Pastoral Care in Education. 2024 42(1):81-99.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Secondary Education
    • Subject Terms:
      Immigrants; Refugees; Foreign Countries; School Role; Disadvantaged; Teacher Attitudes; Caring; Teacher Student Relationship; Self Concept; Trust (Psychology); Student Needs; Faculty Development; Secondary School Students; Neighborhoods; Working Class
    • Subject Terms:
      Denmark
    • Accession Number:
      10.1080/02643944.2023.2214913
    • ISSN:
      0264-3944
      1468-0122
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1410683