“Sharing Heritage Makes People less Lonely” – Integration of Heritage Activities and Social Work With Migrant Children and Teenagers in Sweden

Research Design

To address the objectives of the study, we recruited social workers in Angered, a district of Gothenburg, Sweden’s second-largest city, with approximately 600,000 inhabitants. At the Department of social work, University of Gothenburg, established networks exist between professionals in social service organizations and researchers. Participants were recruited through these networks and therefore constitute a convenience sample.

Angered has approximately 50,000 inhabitants and a high proportion of residents with a migrant background, particularly from countries outside Europe. According to statistics from Gothenburg municipality, 50,5 percent of the residents in the part of Gothenburg where Angered is situated are either foreign-born or born in Sweden to two foreign-born parents. In some areas, more than 60 percent of the residents are foreign-born. 24,7 of the residents are between 0 and 18 years old.

In Angered, there are recreational environments such as forests, lakes, and a nature reserve. Angered is served by key public institutions, including a hospital, an upper secondary school, a library, a cultural center, and a shopping center. Within Angered, smaller residential areas provide access to primary schools, primary healthcare, social services, and local meeting places. Some residential buildings constructed during the 1960s and 1970s are classified as culturally and historically significant and are therefore protected. Hence, Angered contains heritage sites.

Participants

The participants were social workers, either engaged in fieldwork with children in urban environments or employed in units specifically targeting children. Recruitment was facilitated by two social workers in Angered who informed their colleagues about the study. Those who expressed interest were subsequently contacted via e-mail.

In qualitative studies focusing on lived experiences, a relatively small sample size is generally recommended. ²⁵ We considered ten participants to be adequate and included ten participants, three men and seven women, aged between 30 and 40 years. Eight participants had a migrant background themselves. To ensure anonymity, no further demographic details are provided.

According to the Swedish Ethical Review Authority, ethical approval is not required for studies involving professionals, provided that the research does not address sensitive topics or include client-related information. This study does not involve clients, and the topic is not considered sensitive.

Data Collection

The participants were interviewed face-to-face by Maria Dasenaki at their workplace. The interviews lasted between 25 and 35 minutes, were audio recorded with participants’ consent, and transcribed verbatim. The relatively short duration of the interviews can be explained by the fact that they were conducted during working hours, which required time efficiency. Additionally, prior to the recordings, information regarding the participants’ workplace units, work responsibilities, and their background and professional experience was collected. The scope of the study was also explained, and participants were given opportunities to ask questions. Consequently, although the recorded interviews were brief, they were focused, and generated dense, information-rich data.

The interview followed an interview guide with the following three main areas ¹ how heritage activities can be integrated into social work practice, ² how heritage activities may support a sense of belonging, while acknowledging both possibilities and challenges, and ³ interactions between heritage from the countries of origin and that of the new country. The questions were open-ended, allowing participants to express their perspectives and experiences freely. Follow-up questions were used to elicit further details. Thus, the study foregrounds the participants’ perspectives on integrating heritage activities into social work with migrant children.

Data Analysis

A qualitative thematic analysis ²⁶ using manual coding was conducted. In the first phase, all transcripts were read carefully to achieve familiarity with the data. In the second phase, sentences relevant to the study’s aim were identified and assigned initial codes that captured participants’ expressions. These two phases were carried out by Maria Dasenaki. In phase three, Maria Dasenaki and Elisabeth Punzi collaboratively developed preliminary sub-themes by grouping codes with similar content across all interviews. In phase four, they generated overarching themes by combining related sub-themes. Thereafter, the themes were reviewed, defined and named. In the final phase, the themes were presented and illustrated with selected quotations. To enhance readability, minor repetitions within quotations have been deleted. To protect participants’, identifying information has been omitted.

Community and Relationships

According to the participants, heritage activities may support a sense of belonging both to the country of origin and to Sweden, thereby mitigating stressful experiences of in-betweenness. They explained that young people are often influenced by family traditions and maintain a strong connection to their parents’ country of origin. Moreover, children’s everyday activities are frequently linked to the migrant community, as illustrated in the following quote;

Many children spend summer in their parents’ home country and thereby bring a lot of the culture with them, and there is a strong identification, perhaps even a sense of pride. When they return, they might participate in cultural activities and ethnic organisations, focused on dance or cooking or other cultural practices… So they maintain the cultural heritage passed on from their parents.

The participants also described the significance of friendships. According to them, children may denominate each other based on country of origin and often feel safer around people from the same area or cultural background. Simultaneously, friendships with children from other countries, and Swedish peers, can foster feelings of being welcomed and of inclusion, helping them navigate experiences of in-betweenness. One participant stated;

Children feel welcomed into the society, they learn the language much faster and learn about how Swedish people live and how Swedish kids are. All communication we do with gestures, and we do with activities… Through this, you get new friends and with new friends, you can learn about yourself. I think that’s the most important thing, allowing identity to grow and blossom.

The participants further described that Angered offers a strong sense of belonging. However, this was contrasted with a weaker sense of connection to Gothenburg as a whole. A strong identification with Angered could be troublesome if it was associated with distrust of, or aversion toward, people from other parts of Gothenburg. According to the participants, such attitudes were often linked to assumptions that people living in other parts of Gothenburg are privileged or racist. Simultaneously, they noted that prejudice toward people from Angered also exists and they expressed concern about residential segregation in Gothenburg. They sensed that prejudice may arise because people from different parts of Gothenburg rarely interact. Some participants reflected on their own migrant background and shared that their background could be an asset in their encounters with children in Angered. The children trusted that they understood the fear associated with being discriminated against because of one’s origin.

Our participants believed that mutual encounters could counteract prejudice and emphasized that both people with and without migrant backgrounds are responsible for reducing distrust and prejudice. They underlined that migrants have the right to participate in the heritage and communities of their new country, but that this possibility may be limited if their lifeworld becomes too narrow. Hence, a strong identification with Angered could hinder children from “exploring other possible identifications”. As one participant expressed it; “Gothenburg, and Sweden, is for everyone”.

According to the participants, children in Angered seldom encounter people from other areas of Gothenburg, which may foster prejudice and fear on both sides. Therefore, the participants strive to recognize and support children’s sense of belonging to Angered while also broadening their perspectives so that they feel they also belong to Gothenburg and Swedish society more generally. They described counteracting distrust as an important part of their work. Consequently, they seek to foster belonging, community, and relationships among the inhabitants of Angered, regardless of country of origin, while simultaneously introducing children to new experiences and social relations. In this work, heritage and traditions play an important role.

Integrating Heritage

According to the participants, it is important for children to integrate the heritage of their countries of origin with that of the new country. They discussed that while adult migrants may retain strong connections to the heritage of their country of origin, children often find themselves positioned between cultures. Because relatives may live in other countries, traditions from the country of origin are not always passed on to children. Simultaneously, Swedish heritage may feel inaccessible. The participants therefore strive to support migrant children in exploring and maintaining their parents’ heritage while also becoming part of Swedish culture, not least through participation in Holiday celebrations and other traditions. They emphasized that migrant children should not feel pressured to choose one nationality, language, or culture over another, but instead be encouraged to connect with both.

The participant described how children enjoy Holiday celebrations and are eager to try cookies and sweets. Through celebrations, food, sweets, and shared traditions, people from different backgrounds can connect with one another. They also highlighted the important role of schoolteachers in helping migrant children explore and preserve traditions from their country of origin while integrating them with Swedish traditions. Thereby, children do not need to suppress any aspect of themselves or their heritage during their school years.

The importance of developing a positive identity was also discussed. According to the participants, identity involves a connection to something familiar. Some children may feel enriched by connections to multiple heritages, whereas others may feel disconnected from both the traditions of their country of origin and those of Sweden, making it difficult to identify fully with either position. Identity and heritage are hence complex issues that participants strive to approach in flexible and sensitive ways, acknowledging both the opportunities and challenges involved. According to the participants, migrant children can create a unique identity through “mixing heritages”, which may enrich their lives. However, they may also enhance certain aspects of heritage while misunderstanding others. When heritage is interpreted from a distance, misunderstandings may develop, and some children may seek a sense of identity in extreme or even violent positions. The participants therefore underlined the importance of working closely with children and creating opportunities for them to interact with peers from diverse backgrounds. One participant expressed this in the following words;

It’s important that children feel included in the Swedish society, which is difficult when they grow up in segregated areas and don’t feel included, or part of Sweden. That’s something we really need to work with… It’s important to feel that heritage is integrated in a proper, natural way instead of finding it out for yourself, trying to interpret it. If they include this naturally when growing up, they can be part of both cultures and keep the heritage alive within, without doing it yourself and misinterpreting and distancing yourself from the Swedish society.

Sport is a vital part of Swedish society, and sport clubs often celebrate Holidays and organize summer camps. As such, sport was viewed as a form of heritage activity. Our participants underlined that children tend to identify with famous athletes, which motivates them to participate in sport. However, parents are not always able to support their children’s involvement because of the associated costs. Since sport is an important part of children’s everyday lives, it must be accessible. Swimming with friends during the summer is also a substantial part of Swedish traditions, and being able to swim is a life-saving skill. Moreover, children can participate in sports even if they do not speak the language perfectly. The participants stressed that communication takes many forms; gestures, body language, creative activities, and sport itself can bridge language barriers. Therefore, sports activities should be supported and funded.

The participants also discussed the importance of creative expressions and religion. Praying, for example, may be important for children during stressful periods in their lives. Hence, religion should be recognized as an important form of heritage that can be integrated into social work.

Religion is also important. Some children currently find it more important than before to pray… They feel safe and relax when they do their rituals.

Ask, Listen, Try

The participants noted that activities are often planned for specific target groups, such as children of a certain age, children living in a particular neighbourhood, or children interested in specific sports or creative activities. However, they argued that children should be asked about their own interests, and activities should be cocreated with them. Children have ideas about the kind of heritage activities they would like to participate in, and their perspectives should be taken seriously. For example, some girls had asked for activities that acknowledge women’s history and wanted to learn more about what the girls described as “strong women”. Children had also expressed a desire for the kinds of activities they understand that children in other parts of Gothenburg have access to. Girls specifically wished there was a café. One participant described this as follows;

In my experience, they ask for ordinary things. Things other kids in other parts of Gothenburg have, like restaurants and cafés. They want to be part of mainstream society.

Alongside a listening approach and a focus on cocreation, the participants emphasized the importance of guidance towards available activities. Migrant children may not be aware of existing opportunities and should therefore be invited to try different activities, for example during Holidays and summer vacations. The perspectives of parents should also be considered, so that they can support their children’s participation in activities and excursions, including visits to heritage sites. As one participant explained;

When planning Holiday vacation activities, we must encounter children from the neighbourhood and plan together; What do you need here? What do your parents need? What do your siblings need? I think that's a successful way to plan activities.

The participants explained that, through collaboration with children and parents, social workers can help children broaden their opportunities and bridge the sometimes stressful sense of in-betweenness. This can be achieved by giving children opportunities to explore different interests and activities so that they can discover what they enjoy and where they feel a sense of belonging.

The participants also underlined that neighbourhoods like Angered must not be neglected. The people living there, as well as their needs, capabilities, and strengths must be recognized and valued. They argued that Swedish people, both with or without migrant backgrounds and across different age groups, should be encouraged to meet, share experiences, explore heritage traditions, not least through food, and learn from one another. Thereby, migrants may feel appreciated, included, and connected to society. The participants noted that this kind of mutual sharing also benefits the wellbeing of Swedish people without migrant backgrounds. As one participant said; “After all, sharing heritage makes people less lonely.”

Interpretation

Comparison

Our findings indicate that social workers in Angered strive to support children with a migrant background in transforming experiences of in-betweenness into an integrated whole, enabling them to comfortably embrace and represent multiple cultures and traditions while developing a sense of belonging to both their neighbourhood and the wider society. From the perspective of Berry’s theory of acculturation, ²⁴ the participants valued integration and sought to support the children in both maintaining the heritage traditions of their countries of origin and participating fully in society. They also aimed to reduce prejudice among children. Their perspectives align with previous research demonstrating that opportunities to reconcile different cultures support positive identity development, psychosocial functioning, and reduced prejudice.^3,6,13,15 The findings are also consistent with previous research emphasizing the importance of belonging.^8,9,11,12

Our study contributes new perspectives on how heritage can be approached and integrated into everyday social work practice. Heritage was perceived as a grassroot phenomenon, disconnected from authorized heritage discourses associated with museums and national monuments.^17-19 Participants instead understood sports, leisure activities, associations and school activities as forms of heritage. We interpret these ways of understanding and “doing” heritage as examples of heritage “from below”, thereby supporting connections and sense of belonging.

It should be recognized that Swedish society faces significant challenges, alongside ongoing efforts to ensure that everyone residing in Sweden experiences a sense of belonging. In recent years, disinformation campaigns have falsely accused social workers of abducting Muslim children, and in certain areas, such as parts of Angered, there is a notable lack of trust in social services. ³⁰ One possible way to address these challenges is to develop preventive social work practices that actively engage with and acknowledge cultural heritage, making it accessible to both children and their parents. We suggest that joyful heritage activities may serve to build trust between social workers and residents with a migrant background. In such trust-building efforts, the participation of social workers who themselves have a migrant background may be an advantage.

It should also be noted that a considerable part of social work takes place after a problem affecting an individual or a group has been recognized. Within Swedish policy development concerning children, increasing emphasis is placed on preventive and accessible interventions. ³¹ Accordingly, social work faces the challenge of adopting a more proactive and preventive role, rather than remaining reactive. Ensuring that migrant children and their parents have access both to Swedish heritage and the heritage of their countries of origin may provide social workers with opportunities to collaborate with children, parents and local community actors in ways that mitigate stressful experiences of in-betweenness, and support belonging. Building trust in social authorities is crucial for encouraging individuals in need of support to seek help at an early stage. Broadening the intervention strategies of social work may serve to foster trust and counteract marginalization. ²⁴

Limitations

This study represents an attempt to explore the intersection between heritage and social work. It may at times lack conceptual precision. Both we and our participants recognize that many persons with a migrant background have been through traumatic experiences which affect them. In this specific study, emphasis was however on everyday social work practice in which interventions focused on trauma are not in focus.

Moreover, children themselves did not participate. Another limitation is that the participants constitute a convenience sample. The study could be understood as a basis for future research concerning heritage and social work with migrant children.

Future Research

Future studies could explore the integration of food heritage and social work in greater depth. Children and parents should also be invited to share their perspectives and experiences. Future studies should also concern trauma-informed practice when integrating heritage and social work practice.

Further research could examine how heritage activities may be cocreated with families, as well as how heritage sites within neighbourhoods can be incorporated into social work practice. Such studies could constitute a basis for developing guidelines concerning the integration of heritage and social work.