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In the Convention of the right of the Child (CRC) it is stated that all children should be protected from all kinds of violence. However war, social con icts and climatic catastrophes have placed immigrant children at risk to object for violence. The purpose of this paper is to study how Sweden politically advice actors within the educational eld to approach newly arrived pupils in education by placing it in relation to research about violence. What is particularly payed attention to in the policy document is need to oppose the following risks: b) being in risk of exclusion, c) facing perceptions of assimilation, and f) a lack of clear responsibilities amongst the actors assisting the immigrant children. A fuzziness of responsibilities is at time created with concepts such as “the school should”. Education for the Other is the most dominant strategy emphasizing that the newly arrived child’s needs in education should be recognized as well as the importance to distribute what is lacking to promote the pupil’s development. The advices do not say anything about the content of knowledge required amongst various actors in order to do analysis of processes. [1170] Keywords: children’s right, violence, educational policy, newly arrived pupils, otherness. Artikel ingår i Fascicolo 1/2017 Educational Abuse and Violence against Children/L’abuso educativo e la violenza sui minoriEducation Sciences & Society - Open Access Peer Reviewed JournalISSN 2038-9442 | AUT. TRIB. MILANO N. 80 DEL 13/07/2016</p

education sciences and society/education sciences and society

Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education