Policy Equity Contexts in Inclusive Education for Immigrant Children in the Faroe Islands

Abstract

The aim of this chapter is to examine whether policies on integration and education in The Faroe Islands are fit-for-purpose when viewed from dual lenses: the acknowledgement of the importance of ethnic cultural identity and heritage language (first language/mother tongue) of immigrant children and their inclusion through education towards integration in The Faroe Islands. The focus is on whether existing policies consider the pivotal relationship between language and identity in education for second generation immigrant children and immigrant children in compulsory schools, i.e., grades 1 to 9 to ensure that they have agency in Faroese society.