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The Making of Educationally Manageable Immigrant

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The Making of Educationally Manageable Immigrant The Making of Educationally Manageable Immigrant Schoolchildren in Denmark, 1970–2013 A Critical Prism for Studying the Fabrication of a Danish Welfare Nation State Padovan-Özdemir, Marta Publication date: 2016 Document version Other version Document license: CC BY-NC-ND Citation for published version (APA): Padovan-Özdemir, M. (2016). The Making of Educationally Manageable Immigrant Schoolchildren in Denmark, 1970–2013: A Critical Prism for Studying the Fabrication of a Danish Welfare Nation State. Det Humanistiske Fakultet, Københavns Universitet. Download date: 24. Sep. 2021 UNIVERSITY OF COPENH AGEN FACULTY OF HUMANITIES Ph. D. Thesis The Making of Educationally Manageable Immigrant Schoolchildren in Denmark, 1970–2013: A Critical Prism for Studying the Fabrication of a Danish Welfare Nation State Marta Padovan-Özdemir 2016 Section of Education, Department of Media, Cognition and Communication Principal supervisor: Trine Øland Co-supervisor: Kaspar Villadsen CONTENT FOREWORD .......................................................................................................................................... 4 1. INTRODUCTION ............................................................................................................................... 6 1.1. EPISTEMOLOGICAL FOUNDATIONS FOR DOING POSITIVE CRITIQUE ........................................................... 11 1.2. READING GUIDELINES ..................................................................................................................... 15 2. RESEARCH CONTEXT ...................................................................................................................... 20 2.1. FORMING A MODERN (DANISH) WELFARE STATE ................................................................................. 21 2.2. THE (DANISH) WELFARE STATE AND IMMIGRATION .............................................................................. 33 2.3. EDUCATING IMMIGRANT SCHOOLCHILDREN ........................................................................................ 46 2.3.1. Lacunae in educational research on immigrant schoolchildren ....................................... 57 2.4. EDUCATING IMMIGRANT CHILDREN AS STATE GOVERNING PRACTICES ....................................................... 64 2.5. POSITIVE CRITIQUE, SCHOLARLY CROSS-FERTILISATION, AND NEW PERSPECTIVES ........................................ 68 3. INTERMEZZO: CONCEPTS LOST AND FOUND IN TRANSLATION .................................................. 73 4. OBJECT UNDER CONSTRUCTION ................................................................................................... 78 4.1. USING FOUCAULT’S WORK IN EDUCATIONAL RESEARCH ......................................................................... 78 4.2. LET US SUPPOSE ............................................................................................................................ 84 4.2.1. Productive practices .......................................................................................................... 89 4.3. COLLECTING AND SELECTING THE PRACTICAL TEXTS .............................................................................. 92 4.4. VARIATIONS ON THE THEME OF AN ANALYTICS OF GOVERNING ............................................................... 98 4.4.1. Questioning problem-solving practices .......................................................................... 100 4.4.2. Adding a professionalisation perspective ....................................................................... 103 4.4.3. Approaching a horizon of governmentalities through a didactic landscape .................. 107 4.5. WRITING HISTORIES AS POSITIVE CRITIQUE ....................................................................................... 110 4.5.1. Marshalling a historical mass of practical texts ............................................................. 117 5. THREE EFFECTIVE HISTORIES ....................................................................................................... 128 5.1. ARTICLE 1: ‘MAKING PRECARIOUS IMMIGRANT FAMILIES AND WEAVING THE DANISH WELFARE NATION-STATE FABRIC, 1970–2010’ ....................................................................................................................... 131 5.2. ARTICLE 2: ‘RACIALISED ENTANGLEMENTS OF TEACHER PROFESSIONALIZATION AND PROBLEMATISED IMMIGRANT SCHOOLCHILDREN: CRAFTING A DANISH WELFARE NATION-STATE, 1970–2013’ ........................ 146 5.3. ARTICLE 3: ‘FABRICATING A WELFARE CIVILISATION: A GOVERNMENTAL ANALYSIS OF PEDAGOGICAL REPERTOIRES AVAILABLE TO TEACHERS OF IMMIGRANT PUPILS IN DANISH PUBLIC SCHOOLS, 1970–2013’ ....... 169 6. MAKING SOME NOISE BY UNRAVELLING THE FABRIC OF DOING GOOD .................................. 237 6.1. A CATALOGUE OF NEW VIEWPOINTS ................................................................................................ 238 6.2. THE HISTORICAL MATTER OF MY POSITIVE CRITIQUE ............................................................................ 244 2 7. REFERENCES ................................................................................................................................. 248 8. ENGLISH SUMMARY .................................................................................................................... 265 9. DANSK RESUMÉ ........................................................................................................................... 266 10. APPENDICES ............................................................................................................................... 267 10.1. COMPLETE LIST OF MATERIAL USED IN THE ARTICLE, ‘MAKING PRECARIOUS IMMIGRANT FAMILIES AND WEAVING THE DANISH WELFARE NATION-STATE FABRIC 1970-2010’ ....................................................... 267 10.2. COMPLETE LIST OF MATERIAL USED IN THE ARTICLE, ‘RACIALISED ENTANGLEMENTS OF TEACHER PROFESSIONALISATION AND PROBLEMATIZED IMMIGRANT SCHOOLCHILDREN: CRAFTING A DANISH WELFARE NATION- STATE, 1970-2013’ .......................................................................................................................... 276 10.3. COMPLETE LIST OF MATERIAL USED IN THE ARTICLE, ‘FABRICATING A WELFARE CIVILISATION: A GOVERNMENTAL ANALYSIS OF PEDAGOGICAL REPERTOIRES AVAILABLE TO TEACHERS OF IMMIGRANT PUPILS IN DANISH PUBLIC SCHOOLS, 1970-2013’ ................................................................................................ 281 10.4. A SPIRAL-SHAPED FORMATION ..................................................................................................... 289 10.5. DECLARATION OF CO-AUTHORSHIP ............................................................................................... 290 TABLES AND FIGURES TABLE 1.: MODEL FOR THICK DESCRIPTION ............................................................................................. 118 TABLE 2: GENERIC OUTCOME OF THICK DESCRIPTIONS ............................................................................... 120 TABLE 3.: CLUSTER OF REPETITIONS 1 .................................................................................................... 121 TABLE 4.: CLUSTER OF REPETITIONS 2 .................................................................................................... 121 TABLE 5.: CLUSTER OF REPETITIONS 3 .................................................................................................... 121 TABLE 6.: PATTERNS 1 ........................................................................................................................ 123 TABLE 7.: PATTERNS 2 ........................................................................................................................ 123 TABLE 8.: PATTERNS 3 ........................................................................................................................ 123 FIGURE 1: AN OVER-ALL STRATEGY ........................................................................................................ 125 3 Foreword New ideas stand on boundary lines, because that is the place for dialogue and encounters. Perhaps this is the right time to remind you that many great discoveries happened by chance, but that chance is never chance, it always favours the eyes of those who are prepared to see. Nothing is more useful than useless knowledge. It prepares us to see and to think outside the rigid frameworks in which we so often let ourselves be trapped. (Nóvoa 2015, 53) Indeed, this thesis stands on boundary lines of disciplines, of languages, and of history. Thus, it is a product of carefully prepared serendipity in dialogues and encounters with scholarship in history, education, political science, migration studies, and the grey areas that fall between. It presents a text written in English about texts written in Danish with all the possibilities and pitfalls of those elements that may be lost or found in translation. It demonstrates research triggered in the present by a discomfort with the trappings of unquestioned problem-solving practices emerging in response to immigrant schoolchildren’s presence in Denmark since the 1970s. To avoid these trappings, this thesis demonstrates an effort to make itself usefully useless. None of these efforts would have been possible without continuous dialogues and encounters with colleagues, scholars, friends, and family to whom I owe much gratitude. I am deeply indebted to Bolette Moldenhawer and Trine Øland for inviting me to join the collective research
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