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International Journal of Inclusive Education Volume 27, 2023 - Issue 3
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Articles

Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools

Denis Tajica Department of Child and Youth Studies, Stockholm University, Stockholm, SwedenView further author information
&
Nihad Bunarb Department of Special Pedagogy, Stockholm University, Stockholm, SwedenCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-4153-6429View further author information
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Pages 288-302 | Received 22 Jan 2020, Accepted 21 Oct 2020, Published online: 06 Nov 2020

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Read on this site (5)

Jenny Uddling & Anne Reath Warren. (2023) A newcomer’s spontaneous translanguaging in lower-secondary physics education. International Multilingual Research Journal 17:3, pages 270-288.
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Malin Brännström. (2023) Instead of Passing the Test: Passing as a “Normal” Student in the Mainstream Classroom. Scandinavian Journal of Educational Research 67:2, pages 240-251.
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Nihad Bunar & Päivi Juvonen. (2022) ‘Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program. Journal of Education Policy 37:6, pages 986-1008.
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Michelle Bernice Smith, Margaret Early & Maureen Kendrick. (2022) Teachers’ ideological dilemmas: lessons learned from a Language Introduction Program in Sweden. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Malin Brännström & Andreas Ottemo. (2022) Struggling to teach “those who struggle”. The education of newly arrived students with limited schooling in two Swedish compulsory schools. Education Inquiry 0:0, pages 1-18.
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Articles from other publishers (5)

Denis Tajic & Anna Lund. (2022) The call of ordinariness: peer interaction and superdiversity within the civil sphere. American Journal of Cultural Sociology 11:3, pages 337-364.
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Lisa Pagel & Aileen Edele. (2021) The role of different school organizational models in the psychological adaptation of refugee adolescents. European Journal of Psychology of Education 37:4, pages 1069-1092.
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Didem Oral & Anna Lund. (2022) Mother Tongue Instruction: Between Assimilation and Multicultural Incorporation. Education Sciences 12:11, pages 774.
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Elizabeth J., Marie Gitschthaler & Susanne Schwab. (2022) Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria. European Journal of Educational Research 11:1, pages 573-586.
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Roger Slee & Gordon TaitRoger Slee & Gordon Tait. 2022. Ethics and Inclusive Education. Ethics and Inclusive Education 1 20 .

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