Through the Eyes of a Child: The Meaning and Negotiation of Integration in Vienna's Schools

This paper explores how recent changes in Austrian migration and integration policy, particularly since 2015, influence young people's understanding and negotiation of integration within the context of increasingly restrictive national frameworks, which are reflective of broader European trends. These frameworks, marked by policies prioritizing assimilation over inclusion, shape the discourse around migrant integration in Austria. Such policies, exemplified by educational measures like German language support classes (Deutschförderklassen), often overlook the well-being of migrant children. Drawing on 87 interviews and 13 focus groups with pupils from six secondary schools in Vienna, this study critically examines how restrictive national frameworks influence young people's perceptions of integration. The findings reveal the complexity and contradictions in their understanding, highlighting that integration should be seen not as a singular process but as a dynamic negotiation influenced by dominant discourses, while also open to the active participation of young people. While some pupils reproduce the prevailing assimilationist views, others challenge them, advocating for a more inclusive approach to integration that prioritizes the well-being of migrants and rejects the notion of integration as a ‘debt’ to be repaid. This paper emphasizes the agency of migrant children in the integration process, calling for policies that not only address their needs but also actively incorporate their voices. By foregrounding the micro-level experiences of migrant children, the study contributes to broader discussions on migration governance, arguing for policies that are more inclusive, responsive, and capable of addressing the diverse needs of young migrants, while also challenging restrictive national narratives that limit the possibilities of integration to narrow, one-dimensional definitions. Additionally, this paper highlights the importance of considering the role of local actors, such as teachers and school administrators, in implementing integration policies and shaping the lived experiences of migrant children.