Purpose: In this article, we focus on the language introduction (LI) programme for newly arrived migrants aged 16–19 in Sweden. We ask how it is organized for inclusion and what kinds of exclusion arise from such an organization. More specifically, we ask the question: in what ways do different settings for LI exclude at the same time as they include? Method: Drawing on Lister’s approach to inclusion and exclusion, we analyse interviews with students, teachers and principals at five schools that deliver the LI programme: two municipality-run upper secondary schools, two folk high schools, and one independent upper secondary school. Result: We illustrate that the question of inclusion and exclusion is not a matter of either/or. Rather, these processes coexist and include several dimensions, including rights and responsibilities, participation, and belonging. Conclusion: We argue that, in order to create an understanding of school as a place for inclusion (and exclusion), we need a broad approach that makes it possible to identify these different dimensions, and how they are related.

DOI: 10.1080/17482631.2020.1761196
ISSN: 1748-2623