Inclusive education as human rights for immigrant students in Faroese compulsory schools – a desktop study of Faroese policy documents and current Faroese research in the field Inkluderandi útbúgving sum mannarættindi hjá tilflytaranæmingum í føroyska fólkaskúlanum – ein kanning grundað á føroysk útbúgvingarskjøl og føroyska gransking á økinum
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Published
Dec 4, 2024
Kalpana Vijayavarathan-R.
https://orcid.org/0000-0002-6715-9732
Abstract
The desktop article studies the status quo regarding the inclusion of immigrant children in Faroese compulsory schools as a human rights issue through analysis of policy documents, relevant official documents and Faroese research in the field of inclusive education for the target demographic. Using content analysis, an attempt is made to study whether the policies are socially just, equitable and fall within the human rights of immigrant children to equitable access to education. The policies are evaluated using the language orientation framework (Ruiz, 1984) to elicit the policy stance towards immigrant children.
Existing research on Faroese educational policies for inclusion in education is used to determine if fit-for-purpose educational measures exist for immigrant children to learn Faroese, fulfil learning outcomes and integrate into the society while retaining their own first language and culture. It appears that language-as-problem dominates policy stance, and its implementation without consideration for the human rights of these children has potential implications for their integration and their becoming meaningful, full-fledged members of Faroese society.
Úrtak
Í greinini verður inklusjón sum mannarættindi hjá tilflytarabørnum í føroyska fólkaskúlanum kannað. Kanningin umfatar greining av útbúgvingarpolitiksskjølum, viðkomandi almennum skjølum og føroyskari gransking um inkluderandi útbúgving fyri hesar tilflytaranæmingar. Við støði í innihaldsgreiningum verður roynt at kanna, hvørt politikkurin er sosialt grundaður, rættvísur og lýkur mannarættindakravinum hjá tilflytarabørnum um rættvísa atgongd til útbúgving. Politikkurin er eftirmettur við støði í karminum um málstøðu (language orientation) (Ruiz, 1984) til tess at fáa støðuna hjá tilflytarabørnum fram í ljósmála.
Gransking, sum fevnir um føroyskan útbúgvingarpolitikk og inklusjón í útbúgving, er nýtt til at gera av, hvørt hóskandi útbúgvingarmál eru til taks hjá tilflytarabørnum at læra føroyskt, lúka læruúrtøkur og fella inn í samfelagið, samstundis sum tey varðveita sítt egna móðurmál og mentanina í upprunalandinum. Úrslitini benda á, at sjónarmiðið mál-sum-trupulleiki (language-as-problem), er ráðandi, og útinningarstigið ikki hevur fyrilit fyri, at mannarættindastøðan hjá børnunum hevur møguligar avleiðingar fyri integrasjónina í føroyska samfelagið og teirra møguleikar at gerast týðandi, fullbúnir limir í føroyska samfelagnum.
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Keywords
Educational policy, education as human rights, immigrant children, social justice, inclusion, Útbúgvingarpolitikkur, útbúgving sum mannarættindi, tilflytarabørn, inklusjón
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