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Caring alone: The boundaries of teachers' ethics of care for newly arrived immigrant and refugee learners in Denmark

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  • Häggström, Felix
  • Borsch, Anne Sofie
  • Skovdal, Morten

Abstract

Many teachers find themselves working with immigrant and refugee learners who have complex psychosocial needs. This study examines qualitatively how 11 teachers of preparatory classes in Danish public schools approach and respond to the care needs of newcomers. Through an ethics of care lens, we show, one, how teachers care for newcomers, and two, how external support structures and individual dispositions to go beyond their teaching duty determine their care responses. We find that some teachers feel ill-equipped to address the psychosocial needs of newcomers, which, in the absence of external support, translate into feelings of stress and guilt.

Suggested Citation

  • Häggström, Felix & Borsch, Anne Sofie & Skovdal, Morten, 2020. "Caring alone: The boundaries of teachers' ethics of care for newly arrived immigrant and refugee learners in Denmark," Children and Youth Services Review, Elsevier, vol. 117(C).
    • Handle: RePEc:eee:cysrev:v:117:y:2020:i:c:s0190740920307556
    DOI: 10.1016/j.childyouth.2020.105248
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    References listed on IDEAS

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    Cited by:

    1. Laletas, Stella & Khasin, Michelle, 2021. "Children of high conflict divorce: Exploring the experiences of primary school teachers," Children and Youth Services Review, Elsevier, vol. 127(C).
    2. Borsch, Anne Sofie & Verelst, An & Jervelund, Signe Smith & Derluyn, Ilse & Skovdal, Morten, 2023. "Understanding interventions as social practices: How a school-based mental health intervention for migrant adolescents in Denmark interacted with context," Children and Youth Services Review, Elsevier, vol. 153(C).

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