The dual process of inclusion and exclusion: Ukrainian refugee students and organizational learning in a Swedish school

Abstract

This article explores the dual process of inclusion and exclusion that Ukrainian refugee students in Sweden may experience, with a focus on organizational learning and teachers’ cultural competence. Using qualitative methods, we analyze how school staff promotes pedagogical and social inclusion through practices such as on-site screenings, providing Ukrainian-speaking teachers, and recognizing students’ experiences of otherness. However, disparities in organizational learning were identified. Some teachers lacked experience of newly arrived students and viewed students through a deficit lens, neglecting their knowledge and skills. Additionally, pedagogical efforts to include Ukrainian students sometimes led to micro-segregation between them and Swedish peers. These findings highlight how inclusion efforts can unintentionally reinforce exclusion, a dynamic we refer to as the dual process of inclusion and exclusion. The article emphasizes the importance of continuous organizational learning, diverse teaching teams with intercultural competencies, and an awareness of how power relations can influence refugee students’ school experiences.