Do Different Models of Integration Affect Actual Integration? The Cases of France and Great Britain Revisited

Britain and France adapted two different integration models, namely assimilationist and multiculturalism to integrate their immigrants. These two big models of integration have distinctive characteristics to integrate immigrants. There is a general claim that multiculturalism model is the best for integrating immigrants in terms of actual integration, however, some argue the opposite, that French assimilationist model is ‘better off.’ This study examines these controversial claims by looking at the level to which immigrants are integrated in economic, social, political, cultural dimensions of integration and attitudes towards immigrants in Britain and France. Within a given theoretical framework, this study compares the overall competency level of immigrants’ integration in terms of actual integration between British multiculturalism model and French assimilationist model and validate that both these two big models of integration have reached a comparable level of integration and they do not have any decisive impact on actual integration.

Must teachers be social workers, as well …? : Reflections on the current teacher role in the Swedish upper secondary school and how it affects teacher training

The Swedish upper secondary school has made a transition from a school for the elite to be a school for everybody. When almost every youth nowadays chooses to continue studying, for some of them this is not what they want to do most of all. However, as there in practice is no choice, there come up problems and many upper secondary school teachers experience a growing frustration. We will here discuss some aspects of the following questions: -  How do upper secondary schoolteachers handle their working-conditions in a new situation? - What possible consequences do this have on teacher education?