Language introduction as a space for the inclusion and exclusion of young asylum seekers in Sweden

Purpose: In this article, we focus on the language introduction (LI) programme for newly arrived migrants aged 16-19 in Sweden. We ask how it is organized for inclusion and what kinds of exclusion arise from such an organization. More specifically, we ask the question: in what ways do different settings for LI exclude at the same time as they include? Method: Drawing on Lister's approach to inclusion and exclusion, we analyse interviews with students, teachers and principals at five schools that deliver the LI programme: two municipality-run upper secondary schools, two folk high schools, and one independent upper secondary school. Result: We illustrate that the question of inclusion and exclusion is not a matter of either/or. Rather, these processes coexist and include several dimensions, including rights and responsibilities, participation, and belonging. Conclusion: We argue that, in order to create an understanding of school as a place for inclusion (and exclusion), we need a broad approach that makes it possible to identify these different dimensions, and how they are related.