‘Integrating’ immigrant children? School professionals’ reflections on the boundaries between educational ideals and society’s problematization of immigrants

In Danish policy and public debates, the concept of integration is often related to a problematization immigrants, which paradoxically makes their successful into society unobtainable. recent years, Denmark has become known for its increasingly restrictive policies regarding immigration integration, although an internal ‘exceptionalist’ understanding country as place without discrimination on basis race ethnicity still prevails. Drawing interviews with principals teachers from 15 schools, paper analyses these professionals’ reflections work educating immigrant children in societal context policies, focusing specifically how they construct, cross, at boundaries between school society. The article contributes our processes navigating demarcating themselves highly politicized while same time illuminating more general race, nationalism.