1. No category

Aktivitetsmæssig retfærdighed
på et dansk asylcenter - en kvalitativ undersøgelse
University College Nordjylland
Ergoterapeutuddannelsen
E12V – 7. Semester
Modul 14
Opgavens art: Bachelorprojekt.
Afleveringsdato: 5. juni 2015.
Omfang inkl. mellemrum: 70.895
Intern vejleder: Sanne HeidemannLehmann.
Forfatterne:
Andrea Bubic, Maiken Kunnerup Nielsen, Marie Brund,
Mikael Karlsen & Dzenita Bajic.
Denne opgave - eller dele heraf - må kun offentliggøres med forfatter(ne)s tilladelse jf. Be-
kendtgørelse af lov om ophavsret nr. 202 af 27.02.2010.
0
Læsevejledning
I dette projekt er der udarbejdet en læsevejledning for at gøre projektet læsevenligt.
Der anvendes forkortelser, som ifølge ordbøger er anerkendte. Disse er: ift., bl.a., vha., mht. og hhv.
Forfattere og modeller skrives første gang ved deres fulde navn, hvorefter de benævnes ved
efternavn og forkortelser.
De anvendte citater i projektet er skrevet i kursiv og i anførselstegn. Når passager fra sætninger
inddrages samt når sætninger sættes sammen, angives de som (…).
Bilag indgår sidst i projektet og henvisninger til disse findes i teksten. Bilagene har særskilt
nummerering.
Projektets målgruppe har tre benævnelser. Når målgruppen omtales generelt, benævnes de som
asylansøgere. De tre personer, som indgår i undersøgelsen, betegnes som informanter. De øvrige
asylansøgere på det gældende asylcenter betegnes som beboere.
Når der i projektet anvendes betegnelsen forskere, er det en reference til projektets forfattere.
Andrea Bubic
_________________________________
Dzenita Bajic
_________________________________
Maiken Kunnerup Nielsen
_________________________________
Marie Brund
_________________________________
Mikael Karlsen
_________________________________
1
Resumè
Titel: Aktivitetsmæssig retfærdighed på et dansk asylcenter.
Problembaggrund: De seneste år er tilstrømningen af asylansøgere til Danmark steget.
Asylansøgerne opholder sig på de danske asylcentre på ubestemt tid, mens deres asylsag behandles.
Tidligere studier viser, at denne ventetid påvirker asylansøgerne fysisk samt psykisk. Ud fra et
ergoterapeutisk perspektiv er ventetiden en bekymring, da dette kan have en indvirkning på
menneskets sundhed og trivsel. Ifølge Ann-Lee Morvilles PhD-studie falder asylansøgernes ADLevne efter ankomsten til Danmark, derfor vil dette projekt undersøge om dette fald kan skyldes de
omgivelsesmæssige faktorer, og dermed oplevelsen af Occupational Deprivation.
Problemformulering: Hvilke omgivelsesmæssige faktorer har betydning for oplevelsen af
Occupational Deprivation hos asylansøgere på et dansk asylcenter?
Metode og materialer: Projektet tager udgangspunkt i en kvalitativ undersøgelse, hvor cultural
probes samt semistruktureret interviews anvendes til indsamling af data.
Resultat: Projektets resultater viser, at de fysiske omgivelser påvirker informanternes muligheder
for at deltage i betydningsfulde aktiviteter. Samtidig spiller de sociale omgivelser en betydelig rolle
for informanternes hverdag på centeret. De kulturelle skel og sprogbarrierer er, ifølge
informanterne, de største udfordringer ift. muligheden for at skabe nye relationer samt deltage i
betydningsfulde aktiviteter. Alle tre informanter giver udtryk for, at de er motiveret for at udføre
joblignende aktiviteter, men er begrænset i dette.
Konklusion: De fysiske, sociale, kulturelle og institutionelle omgivelser forhindrer informanterne i
deltagelse i betydningsfulde aktiviteter, og derved skabes en oplevelse af Occupational Deprivation.
Det konkluderes endvidere, at oplevelsen af Occupational Deprivation ikke endeligt kan fjernes,
uden at det lovmæssigt bliver muligt for informanterne at arbejde i Danmark, på lige vilkår med
danskere.
Perspektivering:
Occupational
Injustice
med
de
underliggende
begreber,
Imbalance,
Marginalization og Alienation, kunne i fremtidige studier inddrages, for at bidrage til et mere
nuanceret billede af informanternes situation. Samtidig kunne der med fordel laves undersøgelser af
2
flere asylcentre i Danmark, og derved afdække, hvorvidt de institutionelle omgivelser generelt
påvirker asylansøgernes hverdag.
Emneord: Occupational Deprivation, asylansøgere, aktivitet, omgivelser og ergoterapi.
3
Abstract
Title of study: Occupational Justice in a Danish asylum center.
Background: The influx of asylum-seekers to Denmark has increased in recent years. Asylumseekers live in Danish asylum centres for an indefinite period their while applications are being
processed. Previous studies have showed that this waiting period affects asylum seekers physically
and mentally. From an occupational therapy perspective this waiting period concerns and might
have an impact on human health and wellbeing. According to Ann-Lee Morvilles Ph.D. study the
asylum-seekers ADL-ability is reduced after arriving to Denmark. This thesis will examine whether
this decline may be due to environmental factors and therefore the experience of the Occupational
Deprivation.
Problem statement: Which environmental factors affect the experience of Occupational
Deprivation of asylum-seekers in a Danish asylum center?
Methods and Materials: The thesis is based on a qualitative study where cultural probes and semistructured interviews are used for data collection.
Results: Results show that the physical environment affects the informants' opportunities to
participate in meaningful occupations. At the same time the social environment is important for the
informants' everyday life at the center. According to the informants the cultural boundaries and
language barriers are the main challenges in relation to their ability to form new relationships and
participate in meaningful occupations. All three informants express their motivation to perform
work-related occupations, but are limited in doing so.
Conclusion: The physical, social, cultural and institutional environment prevents the informants in
participation in meaningful occupations creating an experience of Occupational Deprivation.
Furthermore the thesis concludes that the experience of the Occupational Deprivation cannot be
ultimately removed without legally allowing informants to work in Denmark on equal terms with
Danish citizens.
Perspective: Occupational Injustice with the four outcomes, Imbalance, Marginalization and
Alienation, could be examined in future studies, contributing to a more nuanced picture of the
4
informants' situation. At the same time several asylum centers in Denmark could be examined and
thereby identify whether the institutional environment affects asylum-seekers in general.
Keywords: Occupational Deprivation, asylum-seekers, activity, environment and Occupational
Therapy.
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Indholdsfortegnelse
1.
2.
3.
Problembaggrund ................................................................................................................................. 9
1.1
Problemformulering ....................................................................................................................12
1.2
Begrebsafklaring .........................................................................................................................12
Teori ...................................................................................................................................................12
2.1
Occupational Deprivation ............................................................................................................12
2.2
Canadian Model of Performance and Engagement .......................................................................13
Metode................................................................................................................................................16
3.1
3.1.1
Hermeneutik ............................................................................................................................16
3.1.2
Fænomenologi .........................................................................................................................17
3.1.3
Den hermeneutiske/fænomenologiske tilgang ..........................................................................17
3.2
4.
Videnskabsteoretisk grundlag ......................................................................................................16
Metodevalg .................................................................................................................................17
3.2.1
Den kvalitative metode ............................................................................................................17
3.2.2
Cultural probes ........................................................................................................................18
3.2.3
Semistruktureret interview .......................................................................................................18
3.3
Litteratursøgning .........................................................................................................................18
3.4
Dataindsamling ...........................................................................................................................20
3.4.1
Informanter..............................................................................................................................20
3.4.2
Metodeudførelse ......................................................................................................................21
3.4.2.1
Cultural probes ........................................................................................................................21
3.4.2.2
Semistruktureret interview .......................................................................................................22
3.4.3
Transskription..........................................................................................................................23
3.5
Etiske overvejelser ......................................................................................................................23
3.6
Analyse af data ............................................................................................................................25
3.6.1
Trin 1 ......................................................................................................................................25
3.6.2
Trin 2 ......................................................................................................................................25
3.6.3
Trin 3 ......................................................................................................................................26
3.6.4
Trin 4 ......................................................................................................................................26
Analyse ...............................................................................................................................................27
4.1
4.1.1
4.2
Fysiske omgivelser ......................................................................................................................27
Teoretisk fortolkning ift. de fysiske omgivelser ........................................................................29
Sociale omgivelser ......................................................................................................................30
6
4.2.1
4.3
4.3.1
4.4
4.4.1
5.
Teoretisk fortolkning ift. de sociale omgivelser ........................................................................31
Kulturelle omgivelser ..................................................................................................................31
Teoretisk fortolkning ift. de kulturelle omgivelser ....................................................................32
Institutionelle omgivelser ............................................................................................................33
Teoretisk fortolkning ift. de institutionelle omgivelser ..............................................................34
Diskussion ..........................................................................................................................................35
5.1
Teori............................................................................................................................................35
5.2
Resultater ....................................................................................................................................35
5.2.1
Geografisk isolation .................................................................................................................35
5.2.2
Betydningsfulde aktiviteter ......................................................................................................36
5.2.3
Forskelle i informanternes situation .........................................................................................37
5.3
Metode ........................................................................................................................................37
5.3.1
Intern validitet .........................................................................................................................37
5.3.1.1
Udvælgelse af informanter .......................................................................................................37
5.3.1.2
Dataindsamling........................................................................................................................38
5.3.1.3
Transskription af interviews .....................................................................................................39
5.3.1.4
Analyse ...................................................................................................................................40
5.3.2
Ekstern validitet .......................................................................................................................40
6.
Konklusion .........................................................................................................................................41
7.
Perspektivering ...................................................................................................................................41
References ..................................................................................................................................................43
Bilagsliste ...................................................................................................................................................47
7
”I always always, I want to escape from the … the time in this center … or in this state
… or this country … I escape … in my mind”
-
se bilag 6, linje 249-250.
8
1. Problembaggrund
Begrebet Occupational Deprivation blev første gang introduceret af Ann Wilcock i ergoterapeutisk
litteratur i 1998. Siden da har ergoterapeuter taget begrebet til sig og videreudviklet det. Essensen af
begrebet er, at mennesker fratages muligheden for at deltage i betydningsfulde aktiviteter grundet
årsager, der ligger udenfor deres kontrol. Blandt disse årsager er krig og konflikter, der har medført
en øget tilstrømning af flygtninge og indvandrere fra Afrika og de mellemøstlige lande (1, p. 545).
Ser man på antallet af asylansøgere i de 28 medlemslande af Den Europæiske Union (EU), fremgår
det
af
en
rapport
fra
EU’s
statistikorganisation Eurostat, at der fra
2013 til 2014 var registeret en stigning
på lidt over 190.000 asylsager, hvilket
svarer til en stigning på 44 %.
Figur 1. Registrerede asylansøgere i EU i perioden år 2008-2014 (kilde: 2,
p. 1)
Rapporten
fra
Eurostat
anslår
derudover, at Danmark er dét land i EU, der indtager en femteplads ift. at modtage flest
asylansøgere ud fra befolkningsstørrelsen i de enkelte medlemslande. Danmark overgås kun af
Sverige, Ungarn, Østrig og Malta, som har flere asylansøgere pr. tusind indbyggere (2, p. 1-2).
Således er antallet af asylsager i Danmark steget
fra 5.115 i 2010 til 14.815 i 2014.
Opholdstilladelser på asylområdet er ligeledes
steget fra 2.124 i 2010 til 6.110 i 2014 (3, p. 4).
Figur 2 illustrerer, at en ansøger i 2013 i
gennemsnit var i asylsystemet i omkring 560
dage. Behandlingen af en asylsag foregår i to
faser, som er vist i tabel 1 (4, p. 19).
Figur 2. Gennemsnitlige dage i et asylsystempr. person
(2008-2013) (4, 19).
9
FASE 1
I
denne
fase
FASE 2
foretager
politiet
en I denne fase skal Udlændingestyrelsen vurdere,
grundregistrering af asylansøgeren. Ansøgeren om asylansøgeren er i risiko for at blive udsat
udfylder
et
ansøgningsskema
og
bliver for konkret individuel forfølgelse, hvilket
efterfølgende indkaldt til en samtale, hvor der bestemmes ud fra FN’s Flygtningekonvention.
dokumenteres
oplysninger
og
motiv
for Opfylder asylansøgeren ikke betingelserne i
ansøgning til Udlændingestyrelsen. På baggrund FN’s Flygtningekonvention, kan der tildeles en
af samtalen og eventuelle andre oplysninger, såkaldt beskyttelsesstatus, hvis der er risiko for
beslutter Udlændingestyrelsen om ansøgningen dødsstraf og tortur ved tilbagevendelse til
skal behandles i Danmark eller i et andet land hjemlandet. Vurderingen sker på baggrund af
(4, p. 12).
oplysninger fra asylansøgeren og hjemlandet,
samt Flygtningenævnets praksis.
Udlændingestyrelsen
beslutter,
hvilken
kommune asylansøgeren skal bo i under
ansøgningsprocessen (4, p. 12).
Tabel 1. De to faser i en asylansøgningsproces.
Det er således en tidskrævende proces at søge asyl, da asylansøgerne lever i uvished om hvorvidt,
der opnås opholdstilladelse. Ifølge et studie af Patricia J.M. Strijk et. al skal uvisheden ses i lyset af,
at asylansøgerne er langt fra vante omgivelser. De er flygtet fra hjemlandet, og har efterladt
familiemedlemmer, sprog, kultur, arbejde samt traditioner, og på den måde en del af deres identitet
(5, p. 3-4).
Asylansøgerne opholder sig som udgangspunkt på et af de 47 asylcentre fordelt rundt i Danmark,
mens de venter på, at deres asylsag behandles. Herunder er der fire modtagelses- og udrejsecentre,
otte børneindkvarteringscentre samt to omsorgscentre (6).
Udbuddet af aktiviteter på centrene afhænger bl.a. af de frivillige, der er tilknyttet centeret.
Derudover går de voksne beboere på sprogskole og børnene tilbydes skolegang og SFO. Der er
endvidere mulighed for deltagelse i de lokale fritidsklubber, diverse kurser, interne
arbejdspraktikker og forskellige aktiveringsprojekter, herunder rengøring og vedligeholdelse af
arealer (7).
10
Ovenstående viser, at der er gjort forsøg på at skabe rammer for asylansøgerne, så ventetiden bliver
udholdelig. Ud fra en ergoterapeutisk synsvinkel er det bekymrende, at mennesker efterlades i en
ventesituation. Mennesker har et grundlæggede behov for at udføre aktivitet og søger derigennem
udvikling og forståelse af egen identitet. Forhindres aktivitetsdeltagelse kan det således påvirke
sundhed og trivsel (8, p. 2).
Hertil kommer Ann-Le Morvilles PhD-studie Daily occupations among asylum seekers –
Experience, performance and perception fra 2014, der viser, at størstedelen af asylansøgerne
allerede ved ankomsten til asylcentrene har sundhedsproblematikker (9, p. 21). Mange asylansøgere
lider af psykiske lidelser som depression, angst og posttraumatisk stress, hvilket påvirker deres
aktivitetsdeltagelse i hverdagen negativt (9, p. 27). Under normale omstændigheder ville
rehabilitering være oplagt for at undgå forværring af sundhedsproblematikkerne. Debatten om
psykisk sygdom for danske statsborgere fokuserer på tidlig indsats for at forhindre et langvarigt
sygdomsforløb, men asylansøgere er ikke underlagt samme vilkår.
Morvilles delstudie tre viser, at der sker et fald i asylansøgernes ADL-evne i en 10 måneders
periode under ophold på asylcentrene. Delstudiets resultater viser p-værdier for de motoriske og
processuelle færdigheder på hhv. 0,017 og <0,001, hvilket antyder, at behovet for rehabilitering er
øget efter den 10 måneders periode (9, p. 58). Dette er problematisk, idet der i den politiske debat
lægges op til, at asylansøgerne skal bidrage til samfundet gennem arbejde, så snart de får
opholdstilladelse (10).
I Canadian Model of Occupational Performance and Engagement (CMOP-E) ses aktivitetsudøvelse
som et resultat af et dynamisk samspil mellem personen, omgivelserne og aktivitet (11, p. 34-35).
Modellen er en del af det canadiske materiale, hvor ergoterapifaget ses i et bredere perspektiv.
Fokus er her ikke isoleret til sundhedsfaglige problematikker, men udbredes til sociale og politiske
problemstillinger. Det gør den i form af, at den berører begreberne inklusion og eksklusion samt
social retfærdighed, som giver ergoterapeuter et socialt og sundhedsfagligt ansvar. Det canadiske
materiale lægger op til, at ergoterapeuter kan arbejde med både individuel- og social forandring,
hvor påvirkninger af omgivelserne kommer i fokus (12, p. 201, 223).
Med udgangspunkt i Morvilles observerede fald i ADL-evnen hos asylansøgerne, er spørgsmålet,
om dette fald kan henføres til omgivelserne og dermed til oplevelsen af Occupational Deprivation.
11
Dette projekt vil derfor undersøge, hvilken sammenhæng, der er mellem omgivelserne og
oplevelsen af Occupational Deprivation på et dansk asylcenter.
1.1
Problemformulering
Hvilke omgivelsesmæssige faktorer har betydning for oplevelsen af Occupational Deprivation
hos asylansøgere på et dansk asylcenter?
1.2
Begrebsafklaring
Omgivelsesmæssige faktorer: I dette projekt omfatter de omgivelsesmæssige faktorer; fysiske,
sociale, kulturelle og institutionelle fra CMOP-E (12, p. 93-100). Disse beskrives i teoriafsnittet.
Occupational Deprivation: Længerevarende udelukkelse fra deltagelse i betydningsfulde
aktiviteter som følge af udefrakommende faktorer (13, p. 305).
Asylansøger: En udlænding, som søger om ret til at opholde sig og blive beskyttet som flygtning i
et andet land. Personen er endnu ikke blevet anerkendt som flygtning, og har derved ikke opnået
midlertidig opholdstilladelse (14).
Asylcenter: En asylansøger i Danmark bor almindeligvis på et asylcenter, imens ansøgning om asyl
behandles (14).
2. Teori
Dette afsnit vil beskrive begrebet Occupational Deprivation samt de omgivelsesmæssige faktorer i
CMOP-E. Disse er anvendt som referenceramme for indsamlingen af empiri og analyse.
2.1
Occupational Deprivation
Ann Wilcock definerede tilbage i 1998 Occupational Deprivation som; “the influence of an external
circumstance that keeps a person from acquiring, using or enjoying something” (15, p. 145).
Definitionen indeholdte ikke begrebet Occupation, og Gail Whiteford videreudviklede efterfølgende
definitionen til;
”A state of preclusion from engagement in occupations of necessity and/or meaning
due to factors that stand outside the immediate control of the individual” (16, p. 201).
12
Med ovenstående definition er begrebet blevet knyttet tættere til ergoterapi. Essensen af
Occupational Deprivation er således, at et individ fratages muligheden for at deltage i
betydningsfulde aktiviteter grundet omgivelsesmæssige faktorer, der ligger udenfor deres kontrol
(16, p. 201).
Occupational Deprivation har visse ligheder med begrebet Occupational Disruption. Occupational
Disruption opstår, når en persons normale aktivitetsmønstre forstyrres pga. betydelig
livsbegivenheder, miljøforandringer, sygdom eller skader med udsigt til fuld helbredelse. Det der
adskiller begrebet fra Occupational Deprivation er, at der er tale om en midlertidig tilstand, der med
støttende foranstaltninger går over af sig selv (16, p. 201).
Ergoterapeuten Ann Wilcock har i samarbejde med Elizabeth Townsend introduceret Occupational
Justice gennem flere publikationer (15, 17, 18). De ser Occupational Justice som indlejret i den
ergoterapeutiske praksis ud fra antagelsen om, at betydningsfulde aktiviteter er essentielle for
menneskelig eksistens. Når mennesker oplever en begrænsning i mulighederne for at deltage i
betydningsfulde aktiviteter, kan det ses som Occupational Injustice (18, p. 76-77).
Med udgangspunkt i Occupational Justice opstilles fire aktivitetsmæssige rettigheder, samt fire
tilhørende uretfærdigheder (18, p. 80 & 12, p. 134). Blandt disse er; Retten til at udvikle sig i
retning af sundhed og social integration gennem deltagelse i betydningsfulde aktiviteter.
Occupational Deprivation opstår, når mennesker fratages denne rettighed (18, p. 81).
2.2
Canadian Model of Performance and Engagement
De omgivelsesmæssige faktorer kan påvirke oplevelsen af Occupational Deprivation. Der er i
projektet udelukkende kigget på de omgivelsesmæssige faktorer ud fra CMOP-E. Omgivelserne i
modellen defineres som; ”(…) de kontekster og situationer, der forekommer uden for personen og
som fremkalder en reaktion hos denne” (11, p. 46). Ud fra definitionen ses den tydelige
sammenhæng mellem omgivelser og Occupational Deprivation, idet begge vedrører faktorer uden
for personen.
13
Figur 3. CMOP-E-modellen (12, p. 61).
Figur 3 illustrerer, at mennesket er forbundet med omgivelserne, og at aktivitet forekommer i
interaktion mellem mennesket og dets omgivelser. Mennesket ses i modellen som indeholdende
fysiske, affektive og kognitive funktioner med det åndelige i centrum. Aktivitetsudøvelse er således
et resultat af et dynamisk samspil mellem personen, omgivelserne og aktivitet (11, p. 34-35).
Omgivelserne i CMOP-E består af to væsentlige elementer; fysiske og sociale. De supplerer ikke
kun konteksten for aktivitetsudøvelse, men former ligeledes aktivitetsvalget, påvirker sundhed og
trivsel, samt strukturerer valgmulighederne for social inklusion eller eksklusion (12, p. 93-94).
De fysiske omgivelser omfatter naturlige og menneskeskabte faktorer. Disse kan både fremme og
hæmme aktivitetsengagementet. De sociale omgivelser kan underopdeles i institutioner og kultur. I
det følgende gennemgås de enkelte omgivelseselementer separat, men i virkeligheden kan de ikke
isoleres, idet hvert element påvirker de andre elementer. Endvidere påvirker omgivelserne og
menneskets betydningsfulde aktiviteter hinanden (12, p. 93-94).
De fysiske omgivelser omfatter den fysiske verden, der består af alle levende og ikke-levende ting,
som forekommer naturligt i verden. De naturlige omgivelser har potentiale til at påvirke, hvilke
betydningsfulde aktiviteter mennesker udfører, hvornår og hvordan de udfører dem, samt hvilke og
hvor mange de engagerer sig i. Klimaforholdene i Danmark kan eksempelvis være med til at ændre
aktivitetsmønstre hos asylansøgere, der har været vant til at opholde sig i varmere klima (12, p. 94).
Den konstruerede fysiske verden er ligeledes en del af de fysiske omgivelser og omfatter bygninger,
legepladser, teknologi, redskaber og udstyr (13, p. 316-317). De midlertidige forhold på et
14
asylcenter kan eksempelvis gøre det svært for asylsøgere at indgå i betydningsfulde aktiviteter,
såsom traditionel madlavning, idet faciliteter og redskaber er anderledes fra hjemlandet.
De sociale omgivelser består af forskellige lag, som opdeles i mikro-, makro-, og mesoniveauer.
Mikroniveauet vedrører de personlige ansigt-til-ansigt interaktioner i det daglige liv (12, p. 97).
Aktivitetsdeltagelsen påvirkes her af de mennesker, asylansøgerne møder i hverdagen. Venner,
kollegaer og familie på dette niveau, kan eksempelvis være skiftet ud med nye venskaber og
relationer til asylcentrets personale. Makroelementerne repræsenterer sociale strukturer som
organisationer, love og regler. De kan beskrives som sociale konstruktioner, der har indflydelse på,
hvad der anses for normale eller unormale betydningsfulde aktiviteter (12, p. 97). Eksempelvis er
rygning forbudt på asylcentrene, hvilket kan være svært for asylansøgere at forstå, hvis de kommer
fra lande, hvor dette er tilladt. Mesoelementerne kan være sociale grupper, der findes mellem
mikro- og makroniveauet, såsom asylansøgernes familier og arbejdsrelationer i hjemlandet (12, p.
97). Occupational Deprivation fremhæves af Whiteford som et begreb, der bl.a. kan være baseret på
kulturelle værdier, hvilket kan skabe en skjult eksklusion (19, p. 79). Asylansøgere placeres
eksempelvis i mindre byer, hvor de risikerer at blive socialt ekskluderet fra betydningsfulde
aktiviteter af lokalsamfundet, fordi de er asylansøgere.
De kulturelle omgivelser, der er et særligt træk ved de sociale omgivelser, afspejler forventninger
fra og til andre samt til sig selv. Disse er med til at bestemme, hvad der anses for passende
betydningsfulde aktiviteter. De kulturelle omgivelser giver mening til de ting mennesker foretager
sig og er konstant tilstede i betydningsfulde aktiviteter. De omhandler således traditioner, værdier
og etik i samfundet, hvilket giver livet mening (12, p. 98-99). Samtidig kan de også være en kilde til
Occupational Deprivation hos asylansøgere, idet eksempelvis kulturelle og religiøse forskelle kan
besværliggøre integration og dermed aktivitetsmæssig deltagelse (18, p. 202).
De institutionelle omgivelser er en del af de makrosociale omgivelser, bestående af formelle og
uformelle strukturer, der organiserer samfundet socialt, økonomisk, politisk og juridisk. De fremmer
samfundsordenen, styrer samfundet og er med til at påvirke menneskers betydningsfulde aktiviteter
i hverdagslivet (12, p. 99). Dette stemmer overens med Whiteford, som fremhæver, at asylansøgere
er underlagt et sæt af love og regler. Dette kan være med til direkte at begrænse deres muligheder
for at indgå i betydningsfulde aktiviteter, som eksempelvis arbejde. Dette kan føre til Occupational
Deprivation (19, p. 79).
15
3. Metode
Dette afsnit vil beskrive den videnskabsteoretiske tilgang og metode, der anvendes. Der redegøres
efterfølgende for litteratursøgningsprocessen, og herefter beskrives, hvordan dataindsamlingen og
dataanalysen udføres. Afslutningsvis redegøres for de etiske overvejelser.
3.1
Videnskabsteoretisk grundlag
For at kunne besvare projektets problemformulering kræves det, at der skabes en forståelse for de
subjektive tanker og følelser asylansøgerne har i hverdagen på et asylcenter. Det er således relevant
at inddrage humanvidenskabelig kvalitativ forskning, da denne søger en forståelse af fænomener og
er kendetegnet ved en fortolkende tilgang af menneskelige forhold i form af handlinger og
aktiviteter (20, p. 93-94). Den humanvidenskabelige retning vægter mennesket som et sansende
subjekt med tanker relateret til den livsverden, som det befinder sig i. Grundlæggende har det
humanistiske menneskesyn forståelse som et kernebegreb, og har derved fokus på at udlede
subjektive antagelser, for at indsamle viden udmøntet i kvalitativt data (20, p. 93-94).
Indenfor
humanvidenskaben,
er
der
i
dette
projekt
taget
udgangspunkt
i
en
hermeneutisk/fænomenologisk tilgang for at tydeliggøre interviewtekstens mening (20, p. 94-95).
3.1.1 Hermeneutik
Hermeneutik tager udgangspunkt i fortolkningslæren og har meningsfortolkning som et centralt
tema. Hermeneutik tager afsæt i begrebet om den hermeneutiske spiral, som er forankret i den
humanvidenskabelige
tradition
(20,
p.
95-99).
Den
hermeneutiske spiral bygger på sammenhængen mellem de
enkelte dele og helheden i forbindelse med forståelse og
fortolkning af eksempelvis interviewtekster (20, p. 98).
Forud for mødet med asylcenteret har forskerne på forhånd
allerede nogle forventninger, fordomme og viden, der i den
hermeneutiske tradition betegnes som forforståelser. Disse
forforståelser indgår i et konstant dynamisk samspil med
empirien, hvor forskerne i et forsøg på at forstå asylansøgernes
hverdag på centeret, må bringe egne forforståelser i spil (20, p.
96-99).
16
For at forstå betydningen af interviewtekstens enkelte dele, altså asylansøgernes udsagn under
interviewene, må der ligeledes tages hensyn til helheden, som omhandler deres nuværende situation
på asylcenteret. Det er vigtigt at opnå forståelse for asylansøgernes holdninger gennem en
fortolkning af de enkelte udsagn i sammenhæng med omgivelserne. Ud fra disse fortolkninger kan
forskerne opnå en ny forforståelse, hvorefter der kan skabes en ny viden (22, p. 56-61).
3.1.2 Fænomenologi
En underliggende antagelse i fænomenologien er, at virkeligheden er som folk opfatter den (23, p.
38-39). Det er derfor afgørende for fænomenologien, at sikre en åben og fordomsfri metodisk
tilgang, hvor forskerne engagerer sig ved at være tro mod asylansøgernes ståsted. Den
fænomenologisk orienterede forsker forsøger eksempelvis at sætte ord på en asylansøgers erfaringer
og holdninger til den oplevede hverdag på et asylcenter (23, p. 38-39).
Den fænomenologiske tilgang indebærer ideelt set, at forskeren møder asylansøgeren fordomsfrit og
intuitivt. Essensen er altså ikke noget forskeren tilføjer eller fortolker (24, p. 66-67).
3.1.3 Den hermeneutiske/fænomenologiske tilgang
Formålet med anvendelse af den hermeneutiske tilgang i projektet er at nå frem til en forståelse af
asylansøgernes holdninger ud fra deres perspektiver på hverdagen. Det er særligt under selve
udarbejdelsen af interviewguiden samt under analyseprocessen, at projektets hermeneutiske tilgang
er anvendt. Det er forskernes forforståelser, der ligger til grund for, hvilke spørgsmål, der stilles i
interviewguiden, samt hvilke supplerende opgaver, der udleveres til informanterne.
Fænomenologien er anvendt under udførelsen af interviews, under transskriberingsfasen samt i
udarbejdelsen af meningskondensering, da denne lægger op til en fortolkningsfri tilgang.
3.2
Metodevalg
3.2.1 Den kvalitative metode
Til at belyse projektets problemformulering er der anvendt en kvalitativ tilgang i form af opgaver
med spørgsmål og billeder samt semistruktureret interviews som dataindsamlingsmetoder. Den
kvalitative forskning er valgt, idet den dels søger at opnå forståelse for, hvorledes mennesker
beretter og oplever verden, og dels fordi det er asylansøgernes egne erfaringer og holdninger til livet
på asylcenteret, der ønskes undersøgt.
Den kvalitative metode giver mulighed for at gå i dybden med et afgrænset emne, hvor målet er at
skabe forståelse frem for forklaring af informanternes oplevede Occupational Deprivation. Målet
17
for projektet er således at indsamle personlige fortællinger og tolke disse ift. undersøgelsens emne
(25, p. 48-49).
Forskerne arbejder ud fra en teoretisk forståelse af emnet, men forskerne har ikke indblik i, hvordan
undersøgelsen forløber eller hvilke data, der fremskaffes (25, p. 48).
3.2.2 Cultural probes
Cultural probes er en innovativ dataindsamlingsmetode, som kan indsamle viden om informanterne
og deres aktiviteter. I modsætning til interviews, tillader denne metode, at informanterne
selvrapporterer, hvor forskerne efter udlevering af cultural probes har minimal indflydelse på
udfaldet. Dette er valgt for at give informanterne mulighed for at reflektere over deres hverdag i
vante omgivelser på en kreativ måde. Metoden benytter sig af et proping kit, der kan indeholde
forskellige værktøjer (26).
3.2.3 Semistruktureret interview
Et semistruktureret interview er en måde, hvorpå intervieweren kan indhente viden om
informanternes livshistorie. Interviewtilgangen har en særlig teknik, der på den ene side ikke
indbyder til en åben samtale, men på den anden side heller ikke er en lukket
spørgeskemaundersøgelse. Interviewet udføres på baggrund af en i forvejen udarbejdet
interviewguide, der har fokus på bestemte teoretiske begreber (27, p. 45). Disse begreber er opstillet
for at få informanternes meninger om konkrete emner frem.
Det semistrukturerede interview skal sikre indsamling af relevante oplysninger, der er nødvendige
for at besvare problemformuleringen. Interviewguiden bidrager med struktur, mens cultural probes
giver plads til spontane og uventede beskrivelser af informanternes hverdag (27, p. 134).
3.3
Litteratursøgning
Litteratursøgningen var opdelt i to faser som kort er beskrevet nedenfor.
I Den problemindkredsende fase var søgningen rettet mod brede, almene søgeord der kunne hjælpe
med at komme tættere på et relevant emne. Søgningerne var med til, at få en idé om, hvilke
forfattere der skrev om forskellige emner, og hvilke områder der generelt bliver lagt vægt på for
tiden (28, p. 36). Der blev hurtigt enighed om, at undersøgelsens målgruppe skulle være
asylansøgere. Dette betød at litteratursøgningen i denne fase blev rettet mod, at få større indsigt i
hvilke problematikker asylansøgere havde, og hvordan disse kunne relateres til ergoterapi. Der blev
18
foretaget emneordssøgninger på Google.dk med kombinationer af søgeord som Asylum seekers,
Occupational Therapy og Refugees.
I den efterfølgende emnepræciserende fase var fokus på at præcisere søgningen yderligere (28, p.
36). Selvom emnet var valgt, var der fortsat tvivl om, hvilken konkret problemformulering
undersøgelsen skulle arbejde med. Det var vigtigt at finde litteratur, der kunne bygge baggrunden
for en problemformulering op, og til dette blev der benyttet en blanding af systematisk søgning og
kædesøgning (28, p. 37). Mange artikler blev fundet vha. kædesøgninger, hvor udgangspunktet var
en kendt artikel eller bogreferencer. Styrken ved kædesøgning er, at den sikrer en vis
kvalitetskontrol, idet der benyttes litteratur som andre forskere har brugt som udgangspunkt for
deres overvejelser (28, p. 37).
Til den systematiske søgning blev databaserne Cinahl og PubMed brugt. Cinahl har været den
primære database til litteratursøgning under uddannelsen, og var således det naturlig valg som
udgangspunkt. Databasen indekserer knap 300 tidsskrifter indenfor sygepleje og beslægtede emner
som ergoterapi (28, p. 42). PubMed er verdens største medicinske database, og den blev valgt for
sin omfattende mængde referencer til 20 millioner artikler fra ca. 5400 tidsskrifter. Til trods for at
emneområdet primært er medicinsk, findes der også en del artikler om bl.a. ergoterapi (28, p. 41).
Den overordnede søgestrategi til den systematiske søgning var opdelt i fire hovedemner –
Asylansøgere, hverdagsliv, livskvalitet og ergoterapi. Emnerne blev valgt ud fra de erfaringer der
kom frem i den problemindkredsende fase. Hvert hovedemne blev opdelt i en række forskellige
søgeord, der blev bestemt ud fra en fælles brainstorm. Eksempelvis blev hovedemnet asylansøgere
opdelt i søgeordene Asylum seekers, Asylum og refugees. I begge databaser blev der foretaget en
emneordssøgning på søgeordet først, idet denne som regel giver en mere præcis søgning (28, p. 38).
Det er dog ikke alle ord og begreber der endnu har fået tildelt et emneord i databaserne og derfor
blev der lavet fritekstsøgninger på flere af søgeordene. Fritekstsøgningen søger i alle ord i
databasen og er derfor mere upræcis (28, p. 38).
De enkelte emnesøgninger blev kombineret vha. OR der resulterede i en pulje af artikler der
indeholdte en eller flere af søgeordene. Herefter blev de fire samlede emnesøgninger kombineret
vha. AND for at finde frem til en fællesmængde af artikler der berørte alle emner. Resultaterne var
dog kun syv for Cinahl og nul for PubMed. Efterfølgende blev der lavet nye kombinationssøgninger
19
med to og tre af de overordnede emner, for at finde frem til flere artikler. Alle søgninger fremgår af
Dosisguiden. Se bilag 1.
Udover kædesøgninger og systematiske søgninger på PubMed og Cinahl, er Google inddraget for at
finde supplerende litteratur til emner indenfor bl.a. videnskabsteori og asylsystemet.
3.4
Dataindsamling
Kontakten til asylcenteret blev skabt vha. deres hjemmeside, hvor kontaktinformationer var oplyst.
Ved telefonisk kontakt blev der indgået en aftale om besøg på centeret, rundvisning samt oplæg
omkring vores projekt med centerlederen. Der blev udleveret inklusionskriterier for de personer, der
kunne indgå i projektet i forbindelse med dataindsamlingen. Herefter skulle centerlederen finde
informanter til pilotinterview, cultural probes og interviews. Efterfølgende blev der taget kontakt til
hver enkelt informant for at sikre samtykke til deltagelse i projektet.
3.4.1 Informanter
Inklusionskriterier:

Kvinder og mænd.

Tre-fem informanter.

Alder over 25 år.

Minimum seks måneder i Danmark.

Et sprogligt niveau på dansk eller engelsk, der gør det muligt at gennemføre et interview.
Eksklusionskriterier:

Har fast bopæl udenfor asylcenteret.

Har været i Danmark i over tre år.
Inklusionskriteriet med tre-fem informanter blev vedtaget, da der er større sandsynlighed for at få et
bredere perspektiv på problemformuleringen. Derudover skulle informanterne være over 25 år, da
det sikrer, at de har oplevet en voksens aktivitetsidentitet. Dermed har de ansvar for sig selv og
eventuelt familie, samt har været i arbejde.
Informanterne skal have opholdt sig i Danmark i minimum seks måneder for at sikre, at de kender
asylcenteret og dets aktivitetsudbud tilstrækkeligt. Det skal være muligt at interviewe informanterne
20
på dansk eller engelsk uden brug af tolk, således data ikke går tabt i samtalen mellem informanterne
og forskerne. Tolk anvendes, hvis dette ikke er muligt.
Eksklusionskriteriet, der vedrører ophold udenfor centeret, blev valgt for at sikre, at informanterne
er påvirket af samme omgivelsesmæssige faktorer, og derved relevant for problemformuleringen.
Der blev opstillet eksklusionskriterier for informanternes ophold i Danmark på maksimum tre år for
at øge sandsynligheden for, at informanterne kan huske deres hverdag fra hjemlandet, samt det
første indtryk af asylcenteret.
Informanterne er alle mænd i alderen 25-40 år, og har opholdt sig på et dansk asylcenter i over seks
måneder.
Tabel 2. Overblik over undersøgelsens informanter.
3.4.2 Metodeudførelse
3.4.2.1
Cultural probes
Informanterne fik hver udleveret en boks, som indeholdt en introduktion til cultural probes, et brev
med første opgave, samt farveblyanter, kuglepen, notesblok, engangskamera og slik. Se bilag 2 og
3.
Ved første møde blev informanterne introduceret til boksens indhold, opgaverne samt projektets
formål. Herefter blev der aftalt en dato for, hvornår indsamlingen af den første opgave skulle ske,
og hvornår udleveringen af anden opgave skulle finde sted. Der blev udarbejdet et skema, hvorpå
21
der var nedskrevet mulige datoer for indsamling og
udlevering af opgaver for at skabe overblik og struktur
over processen.
Informanterne blev stillet tre opgaver omhandlende
deres liv i forskellige tidsperioder; fortid, nutid og
fremtid. Opgaverne bestod af en beskrivelse af deres
betydningsfulde aktiviteter i hhv. hjemlandet, på
asylcenteret og i et fremtidsperspektiv. Se bilag 4. Disse
opgaver blev udleveret på asylcenteret af de samme to
forskere
for
at
skabe
en
tryg
situation
for
informanterne.
Informanterne fik tre dage til at udføre hver opgave. Ved indsamlingen af den første opgave, blev
der lavet en evaluering, hvor informanterne havde mulighed for at stille spørgsmål ift. forståelsen af
den udleverede opgave. Den næste opgave blev herefter udleveret, og samme proces blev gentaget
for den anden og tredje opgave. Denne proces varede to uger, hvorefter der blev planlagt interviews
med hver enkelt informant.
3.4.2.2
Semistruktureret interview
Forud for interviewene var der udformet en interviewguide med udgangspunkt i en hermeneutisk
tilgang, hvor de stillede spørgsmål var præget af forskernes forforståelse. Se bilag 5. Dette betød, at
udformningen af interviewguiden blev dannet ud fra en formodning om, at informanterne har en
oplevelse af Occupational Deprivation, som har relevans for selve projektet (27, p.133-134).
Interviewguiden blev udarbejdet ud fra begrebet Occupational Deprivation, hvilket var styrende for
spørgsmålenes opbygning (27, p. 134). Spørgsmålene skulle dels bidrage til at fremstille viden til
projektet, og dels være med til at fremme en positiv interaktion med informanterne. Derudover var
spørgsmålene udarbejdet for at sikre, at relevant information om informanternes omgivelser blev
indsamlet, samt for at skabe struktur og overblik, således projektets emne kunne belyses. Dette var
forsøgt udført ved, at spørgsmålene var udformet korte, forståelige og uden akademiske vendinger.
Interviewguiden var desuden udarbejdet på dansk og engelsk.
Forud for interviewene blev der udført et pilotinterview, for at afprøve de udarbejdede spørgsmål og
give mulighed for at tilpasse interviewguiden, således at problemformuleringen kan besvares.
22
Derudover kan pilotinterviewet være med til at begrænse mulige misforståelser under de
efterfølgende interviewsituationer.
3.4.3 Transskription
Interviewene blev transskriberet fra mundtlig til skriftlig form, der senere udgjorde dataanalysen
(27, p. 202). Se bilag 6, 7 og 8.
Der blev udarbejdet en specifik skriveprocedure for transskriptionsprocessen, for at sikre ens
retningslinjer for transskriberingen og hermed mindske fejlkilder. Hver linje blev nummereret
fortløbende. I transskriptionen blev intervieweren angivet med bogstavet I og informanterne med
hhv. A, B og C. I projektet anvendes fiktive navne; Ali, Bashir og Calel.
Transskriberingen blev udført så ordret og præcist som muligt. Ordkonstruktioner som ”øh” og
”ehm” blev ikke medtaget i transskriberingen, og pauser blev angivet i form af ”…”. Følelsesudtryk
blev ikke medtaget, da analysens fokus er på mening og ikke sammenhæng. ”Griner” eller andet
følelsesmæssigt blev derfor ikke medtaget (27, p. 202-203).
Under transskriberingen kan der forekomme vurderinger og beslutninger om, hvad der er vigtig og
hvad der kan undværes. Dette blev forsøgt minimeret ved, at transskriberingerne var foretaget af
personer, som ikke deltog i interviewene (27, p. 202).
3.5
Etiske overvejelser
Overvejelser om de etiske aspekter i projektet har været særdeles vigtige, da forskerne under de tre
interviewundersøgelser indgik i en personlig interaktion med informanterne, som derved kunne
påvirkes i forbindelse med undersøgelsen.
Steinar Kvale og Svend Brinkmann foreskriver specifikke etiske retningslinjer, som gør sig
gældende i forskningssammenhænge, og skal sikre, at informanternes integritet respekteres.
Retningslinjerne omfatter bl.a. forskernes rolle, informeret samtykke, fuld fortrolighed om
oplysninger samt overvejelser om mulige konsekvenser for deltagelse i undersøgelsen (27, p. 8693).
De etiske overvejelser har været til stede under hele projektforløbet, dog særligt fremtrædende i
udarbejdelsen af interviewspørgsmålene samt i kontakten med informanterne inden og under
interviewudførelsen.
23
Inden påbegyndelse af interviewene underskrev informanterne og centerlederen på asylcenteret en
samtykkeerklæring, hvori der fremgik information om projektets formål, lydoptagelse af interview
samt anonymisering af de indsamlede oplysninger og udsagn (27, p. 89). Anonymisering var bl.a.
sikret under transskriberingsfasen, hvori der ikke blev oplyst navne eller andre følsomme
oplysninger, men hvor der blev gengivet en loyal transskription af informanternes udsagn (27, p.
81). Derudover blev informanterne informeret om, at lydoptagelserne, der blev foretaget under
interviewet, ville blive slettet efter projektets afslutning. Endvidere blev informanternes identitet
sløret ved anvendelse af billedmateriale i forbindelse med cultural probes.
På baggrund af de opstillede inklusions- og eksklusionskriterier, udvalgte centerlederen
informanterne til undersøgelsen. Det var derfor afgørende at understrege overfor informanterne, at
deltagelse var frivillig, og at de til enhver tid kunne melde sig ud af projektet.
I udarbejdelsen af interviewspørgsmålene og under interviewsituationen tog forskerne hensyn til de
etiske dilemmaer, der måtte opstå, hvis samtalen berørte følsomme emner. Asylansøgerne er flygtet
fra krigsplagede områder, hvor de har efterladt sig familie og deres hjem, hvilket bringer dem i en
sårbar situation i et fremmed land. Da informanterne samtidig har en asylsag i Udlændingestyrelsen,
kræves det, at forskerne forholder sig til konsekvenserne af undersøgelsen mht. den mulige risiko
for skade, den kan påføre informanterne (27, p. 92). Det har således været vigtigt, at intervieweren
fulgte op på informanternes udsagn med sensitivitet ift. de stillede spørgsmål.
Etiske spørgsmål meldte sig også, da mødet mellem intervieweren og informanten foregik i et
tværkulturelt samspil. Nogle af de kulturelle faktorer, der spillede en rolle i forbindelse med
interviewene, var kønsforholdet mellem informanten og intervieweren, samt de sproglige barrierer.
(27, p. 164). Overvejelser om kønsforhold omhandlede, hvorledes det var muligt at lade en kvinde
interviewe de tre mandlige informanter. Der blev valgt en mandlig interviewer til udførelse af
samtlige interviews, for at sikre de bedste betingelser for en ligeværdig dialog (27, p. 164). De
sproglige barrierer var endnu en overvejelse, som vedrørte de misforståelser, der kunne opstå under
interviewene og de efterfølgende transskriberinger.
Interviewene og de udleverede cultural probes indbød til selvrefleksion hos informanterne. Dette
kunne medføre stress og ændringer i deres selvopfattelse, hvis der efterfølgende ikke blev fulgt op
på de gennemførte interviews (27, p. 81). Der var gjort overvejelser om et opfølgende møde med
24
informanterne, hvor opgavens resultater kunne drøftes og eventuelle tanker om interviewene
vendes.
3.6
Analyse af data
Nedenstående illustrerer, hvordan datamaterialet er analyseret ud fra meningskategorisering og
meningskondensering. Billed- og dagbogsmaterialet er analyseret ud fra Erwin Panofskys
”Ikonografi og ikonologi”. Analysen af data er opdelt i fire trin.
3.6.1 Trin 1
De indsamlede data består af tre interviews og cultural probes, som indeholder billeder og
dagbogsmateriale. Se bilag 9. Efter transskriberingen blev de tre interviews og dagbogsmateriale
gennemlæst, for at opnå en forståelse af helheden og eventuelle temaer i besvarelserne. Ud fra det
præ-ikonografiske niveau blev objekter, personer, aktiviteter og placering på billedmaterialet
identificeret (28, p. 150). Se bilag 10.
Illustration af trin 1
3.6.2 Trin 2
Gennem meningskategorisering blev hovedkategorien Occupational Deprivation opstillet, for at
strukturere og danne overblik over informanternes udsagn. Se bilag 11. Derudover gjorde
kategorisering det muligt at se forskelle og ligheder mellem udsagnene. Billedmaterialet forstås i
dette trin på et ikonografisk niveau, hvilket vil sige, at der udføres en deskriptiv fortolkning af
billedernes objekter (28, p. 150).
25
Illustration af trin 2
3.6.3 Trin 3
Informanternes udsagn fra interviews og dagbogsmateriale blev efterfølgende meningskondenseret,
hvilket vil sige, at lange udsagn blev sammenfattet, hvor hovedbetydningen blev omformuleret i få
ord (27, p. 227-228) Se bilag 12.
Illustration af trin 3
3.6.4 Trin 4
De kategoriserede og kondenserede udsagn blev kædet sammen med begrebet Occupational
Deprivation og de fire omgivelsesmæssige faktorer i CMOP-E; fysiske, sociale, kulturelle og
institutionelle. Dette blev udført for at sætte datamaterialet i en teoretisk helhed (27, p. 239).
Billedmaterialet blev fortolket ud fra et ikonologisk niveau, hvor billedernes betydning og budskab
blev fremhævet (28, p. 150).
26
Illustration af trin 4
4. Analyse
I følgende afsnit redegøres for analyse og fortolkning af empirien. Efter gennemlæsning af
transskriptionerne, blev udsagnene dekontekstualiseret i fire hovedtemaer, hvor hvert tema blev
analyseret. I fortolkningen blev udsagnene rekontekstualiseret ift. teorien.
Gennem analysen henvises der til de transskriberede interviews og dagbogsmaterialet i form af
linjetal. Billedeksempler inddrages fra cultural probes.
4.1
Fysiske omgivelser
Ali og Bashir udtalte i forbindelse med de geografiske faktorer, at de oprindelig er fra storbyer med
et stort aktivitetsudbud. Se bilag 6, linje 17 og bilag 7, linje 294. Bashir fortalte om asylcenterets
beliggenhed; ”(…)It is small and they don’t have a lot of population, when you go out it is quite (…)
sometimes when I go out, there is nobody here, I am alone”. Se bilag 7, linje 296-299.
Ali: ”(…) not much people in this town (…)”. Se bilag 6, linje 320.
Ift. anvendelsen af teknologi, berettede Ali; ”The telephone … no skype (…) I … find WhatsApp or
any line … any programs, communication programs”. Se bilag 6, linje 150-152. Ligeledes udtalte
Bashir; “(…) sometimes they are on Facebook and sometimes we call them and talk together on
skype”. Se bilag 7, linje 183-184.
Ali nævnte om anvendelse af computer og telefon; ”(…) it give
relax to me, yeah … if I have short time, empty time to call my
wife in the morning, and … give a positive news”. Se bilag 6,
linje 281-282. Billede 1 illustrerer Ali siddende ved sin
computer og gøre brug af internettet. Se bilag 10.
27
Bashir anvendte internettet til at lytte til musik: ”(…) it is relaxing and when you have lot of tension
you listen to music you feel free, you know”. Se bilag 7, linje 85-86.
Bashir og Calel udtalte i forbindelse med
transportmuligheder; ”It is where the bus stop, the bus stop
here when we go Y and sometimes we have private bus,
when people who need to go clinic in Y”. Se bilag 7, linje
358-359. Calel; ”(…) Sometimes the bus and sometimes the
train. Sometimes my friend have a car”. Se bilag 8, linje
160. På billede 7 ses et busstoppested nær asylcenteret. Se
bilag 10.
Ali blev spurgt ind til, hvilke aktiviteter, der tilbydes på centeret: ”No no, this center haven’t any
activities”. Se bilag 6, linje 415. Til samme spørgsmål udtalte Bashir: “(…) they give us jobcenter,
today I have jobcenter (…) so we clean the houses and outside”. Se bilag 7, linje 221-225.
Senere i interviewet fulgte han op med; “(…) sometimes, I feel alone because in here we don’t have
nothing to do, we go to school then come back here sit all day and thinking thinking, you got a lot of
stress. If you don’t have something to do, you know, you think too much”. Se bilag 7, linje 28-31.
Ali og Bashir fortalte i forbindelse med de lokale muligheder for aktiviteter; “(…) I go to the library
and go to the fitness”. Se bilag 6, linje 343-344. Bashir berettede; “(…) we play football and
sometimes we play Volleyball here outside”. Se bilag 7, linje 140.
Bashir udtalte ift. praktisering af religion; ”(…) We don’t have a mosque here in Y. So sometimes on
Friday you go Y (…) if you don’t have near you house and you travel, there is sometimes you don’t
have the ticket, so you have to stay at home(…)”. Se bilag 7, linje 112-119.
I forbindelse med den obligatoriske dansk undervisning
på en lokal sprogskole, udtalte Ali;“(…) we have four
times in the week to go to the school … went to the
school at eight and a half … and return to the house
(…)”. Se bilag 6, linje 288-289.
Billede 3 viser, en skolerelateret aktivitet. Se bilag 10.
28
Da
Bashir
og
Ali
blev
spurgt
ind
til
deres
hverdagsaktiviteter, udtalte Bashir; “(…) I wake up eight
O’clock and 8:45 I go to school. Then come back 11.15, so
11.15 I have nothing to do, I just sit here (…)”. Se bilag 7,
linje 129-130.
Ali; ”(…) I rest or sove in dansk”. Se bilag 6, linje 302. Billede 5 viser, værelseskammeraten til
Bashir, der ligger i sengen med sin telefon. Se bilag 10.
4.1.1 Teoretisk fortolkning ift. de fysiske omgivelser
Alle tre informanter kommer oprindeligt fra storbyer, hvorimod de nu er placeret i en mindre by.
Geografiske faktorer kan have betydning for, om der opstår Occupational Deprivation, og hvordan
dette påvirker informanterne (13, p. 317). De konstruerede fysiske omgivelser kan både øge og
hæmme informanternes mulighed for at udføre betydningsfulde aktiviteter (12, p. 95).
Ved adgang til teknologi som computer, internettet og telefon, kan der skabes kontakt til familie og
venner
i
hjemlandet.
Bashir
beretter,
at
internettet
ikke
kun
anvendes
som
et
kommunikationsredskab, men gør det bl.a. muligt for ham at håndtere stress og beskæftiger ham,
når han ikke har noget at foretage sig på asylcenteret. De konstruerede fysiske omgivelser giver her
mulighed for deltagelse i betydningsfulde aktiviteter, når de er konstrueret for at fremme
kommunikation mellem mennesker (12, p. 95).
De konstruerede fysiske omgivelser kan være designet således, at de øger tilgængeligheden bl.a.
igennem transportmuligheder (12, p. 94-95). Informanterne udtalte, at de benytter sig af
transportmuligheder, hvilket giver dem mulighed for at besøge andre byer og deltage i flere
aktiviteter. Bashir berettede, at praktisering af religion er en udfordring, der kræver, at han må tage
udenbys, da der ikke er placeret en moske i området. De fysiske omgivelser påvirker herved, hvor
mange og hvilke aktiviteter, informanterne kan engagere sig i (12, p. 94).
Søvn og hvile blev af informanterne beskrevet som en gennemgående aktivitet i deres hverdag, da
der efter danskundervisning ikke er andre faste aktiviteter. For meget tid og for lidt at lave, kan
29
medføre en tilstand af Occupational Deprivation (13,
p.
317). Alle
mennesker
er
aktivitetsorienterede væsener, og dét at foretage sig noget betydningsfuldt er centralt for
informanternes liv. De betydningsfulde aktiviteter, som de deltager i og den tid, der bruges på
udøvelsen af disse aktiviteter, bestemmes bl.a. af omgivelsernes fysiske faktorer (12, p. 83).
4.2
Sociale omgivelser
Bashir fortalte om det sociale netværk på asylcenteret; ”(...) we sit together and try to make a good
life”. Se bilag 7, linje 31-32. Endvidere udtalte han; “(…) if you have a lot of friends, who tell you to
make good activities, you have to have friends to help you (…)”. Se bilag 7, linje 405-406.
Billede 4 viser to beboere, der står og snakker over en kop
kaffe udenfor asylcenteret. Se bilag 10.
Bashir udtrykte om sit sociale netværk; ”(…) I have here
10 months; he have been here three years, so he have a lot
of friends. Sometimes he go Y, Y, Y. I am the only one who
here all day”. Se bilag 7, linje 97-99.
Han fortalte derudover; “(…) one of my friends have the guitar and sometimes I try to. He tried to
teach me (…)”. Se bilag 7, linje 52.
Bashir fortalte, om religiøse aktiviteter på asylcenteret; ”(…) sometimes we in group do Islam here
and we is in the room in the basement, so we pray there (…)”. Se bilag 7, linje 119-120.
Ift. sociale aktiviteter på asylcenteret, svarede Bashir;
”(…) Saturday, Sunday night we make food together also
we like eat together”. Se bilag 7, linje 196-197. Bashir
har taget billede 6, som illustrerer et køkken, hvor der
kan udføres betydningsfulde aktiviteter. Se bilag 10.
Køkkenet danner en ramme om en daglig aktivitet, som
alle informanterne gør brug af.
Bashir forklarede, hvordan fraværet af familiemedlemmer påvirker ham på asylcenteret; “(…) i feel
very lonly here whenever i remember about my family i feel very sad with out your family your life
30
will be difficult”. Se bilag 9, linje 52-54. Ligeledes udtalte Ali; “(…) I have many people but … my
children that’s a special feeling”. Se bilag 6, linje 140.
Alle informanter forsøger at vedligeholde kontakten til deres netværk i hjemlandet. Ali fortalte;
”(…) my good life events … all to Facebook and … communicate with my friends (…)”. Se bilag
linje 252-253.
Bashir; ”(…) on the Internet and sometimes we talk on the phone”. Se bilag 7, linje 76.
Calel berettede; “In Kurdistan I have friends. But now no. Because I’m three years outside”. Se
bilag 8, linje 67.
4.2.1 Teoretisk fortolkning ift. de sociale omgivelser
Informanterne prøver at skabe gode rammer for et bedre liv på centeret sammen med de andre
beboere, da et socialt netværk kan skabe muligheder for at udføre aktiviteter. Aktiviteter udføres
ikke kun selvstændigt, men også i interaktion med andre personer eller i grupper (12, p. 83).
Derudover forsøger informanterne at skabe sociale aktiviteter sammen med de andre beboere.
Sommetider mødes beboerne for at bede sammen i et rum på centeret, da den nærmeste moske ikke
er placeret i nærområdet. Bashir fortalte, at han er ved at lære at spille guitar af en nær ven på
asylcenteret. Aktivitetsdeltagelsen påvirkes således af de mennesker, informanterne møder i
hverdagen (12, p. 97).
Udover de etablerede bekendtskaber på asylcenteret prøver informanterne at vedligeholde kontakten
til hjemlandet. Bashir berettede, at internettet har hjulpet ham til at opretholde kontakten til
hjemlandet. Adgang til teknologiske kommunikationsredskaber, såsom internettet, kan mindske den
sociale isolation (13, p. 308). Derimod er det ikke lykkedes Calel at holde kontakten vha.
internettet, grundet den lange periode på asylcenteret.
4.3
Kulturelle omgivelser
Bashir og Ali blev spurgt ind til, om de oplever kulturelle forskelle i hverdagen, hvortil Bashir
svarede; “(…) I am trying to learn the Danish language, because when I started in school, the
pronunciation, it is very difficult, but now I understand a little dansk (…) if you don’t know that
much dansk, you feel a little shy, you know”. Se bilag 7, linje 152-155.
31
Ali; ”(…) that’s the conversation … if I haven’t any conversation … or I don’t talk with any dansk
people … I can’t … because the language, dansk … cannot … you can’t teach, learn it, write … you
must be talk ”. Se bilag 6, linje 312-314.
Endvidere fortalte Ali; ”(…) in Syria, when you, all family …
when you make a good food or a famous food … go to your
neighbors (…) give a … a high feeling … a human feeling”.
Se bilag 6, linje 582-587. Billede 2 illustrerer en kage, som
Ali har bagt. Se bilag 10.
Informanterne blev spurgt ind til, hvordan de oplever den
danske befolkning. Ali svarede; “(…) cold people … and
negative people … but I don’t know any reason for this (…)”. Se bilag 6, linje 225.
Bashir fortalte; ”(…) Somalia people you know, they can, they don’t go one person outside, if we go
outside we go together, five person, six persons. So here you can see one person go here, sometimes
if you go alone here, you see no body here (…)”. Se billag 7, linje 166-168.
Ali berettede; ”(…) but after this there is a police woman come to the school in Y and … police
woman come to school … in Syria this is not happened (…) In Syria all police are men … all police
men enter the school, but the school have respect (…)”. Se bilag 6, linje 539-544. Hertil fortalte han
om en episode, hvor en kvindelig politibetjent mødte op på en skole, hvor han befandt sig, hvilket
ikke er almindeligt i Syrien.
4.3.1 Teoretisk fortolkning ift. de kulturelle omgivelser
Kultur kan være forbundet med visse traditioner, der påvirker informanternes aktivitetsudførelse.
Den indvirkning, som et kulturelt miljø kan have på informanternes aktiviteter, kan blive påvirket
af, i hvor høj grad informanterne identificerer sig med og omfavner deres kultur (12, p. 98-99).
Sproget kan skabe mulighed for interaktion og deltagelse i aktiviteter i den nye kultur (13, p. 317318). Ali forstår vigtigheden af at lære det danske sprog, for at kunne deltage i aktiviteter. At være
fælles om et sprog gør det muligt for informanterne at interagere med hinanden og udvikle en
forståelse for de aktiviteter, der er i den givne kultur (13, p. 317). Det der anses for passende
betydningsfulde aktiviteter, er forbundet med samfundet, livserfaringer, den religiøse opdragelse
samt de sociale interaktioner. På den måde kan kulturen gøre livet meningsfuldt (12, p. 99). I den
32
sammenhæng forklarede Ali, at det giver ham en varm menneskelig følelse at kunne give mad til
sine naboer.
De kulturelle omgivelser afspejler forventninger som informanterne kan have til sig selv og
samfundet, hvilket er med til at bestemme, hvad der anses for passende i den givne kultur (12, p.
99). Informanterne gav alle udtryk for at de oplever en kulturel forskel ved den danske befolkning.
4.4
Institutionelle omgivelser
Ali udtrykte i forbindelse med sin asylsag, at han har en negativ holdning til det politiske system:
”(…) I have negative opinion about the government here. Se bilag 6, linje 39. Han fortsatte; (…) I
haven’t any trust with the government (…) because, all of the government, lies lies lies”. Se bilag 6,
linje 526-530.
Bashir forklarede, hvordan en afvisning af hans asylsag har påvirket ham;
”(…) if your case is rejected you don’t have permission to stay here and the
government told you, you have to leave the country, you have 15 days, you feel, you
come here, you leave your family to have a better life, and you can’t find noting on
stay here. So you think too much and a lot of tension and stress”. Se bilag 7, linje 379382.
Under interviewet blev informanterne spurgt om, hvorledes asylcenterets aktivitetsudbud, kunne
forbedre deres hverdag. Calel svarede; “For the people here, just have the same problem, everyone
stay in their home. Like this. But you don’t can’t … work … this very problem”. Se bilag 8, linje
215-216. Efterfølgende blev Calel spurgt ind til, om han ønsker at arbejde; ”Work yes, not like for
any country you can’t work. Not Denmark, because they give you some money to eat (…) You
cannot go to the outside to work (…)”. Se bilag 8, linje 218-219. Bashir underbyggede dette med;
“(…) sometimes I try to make interview and make history but it is not possible, we don’t have the
permission to do that”. Se bilag 7, linje 238-239.
Bashir skrev i dagbogsmaterialet om sin tidligere arbejdsdag: “ In my past i was a busy man i used
to work 13 hours a day so i am not used to seat at home, that is why i feel boring (…)”. Se bilag 9,
linje 72-73. Ali berettede, at han i sit tidligere liv havde en travl hverdag: ”In Syria I haven’t any
time empty, I love my life (…) But now … I have a lot”. Se bilag 6, linje 85-91. Han fortsatte; “(…)
33
but that’s … I have interesting in my job … because I have a purpose in my life … I am not tired
from this work”. Se bilag 6, linje 245-246.
Bashir blev under interviewet spurgt, om det er muligt for ham at realisere sine drømme under de
nuværende omgivelser: ”(…) I did not talk about my dreams to them, when we need the help, we go
ask them, but they can’t help us more”. Se bilag 7, linje 273-274. Calel fortalte, hvordan
asylopholdet har påvirket ham: ”(…) because I’m in the Denmark and it is stopping everything
(…)”. Se bilag 8, linje 186.
Ift. den økonomiske støtte berettede Ali; ” (…) the money, not enough to all the requires (…)”. Se
bilag 6, linje 389. Dette understøttede Bashir; “(…) sometimes it is enough and sometimes it is not
enough”. Se bilag 7, linje 208. Ali gav udtryk for, at han vha. madplaner, får pengene til at række: ”I
have a … when I take the money … we book a plan, two weeks plan”. Se bilag 6, linje 398. Samtidig
går han i den nærmeste Røde Kors-butik, da det er billigt at handle der: “(…) Maybe go with my …
some friends to the … cross … you know cross shopping?(…) some things we need, that’s very
cheap … yeah, sometimes”. Se bilag 6, linje 380-385.
4.4.1 Teoretisk fortolkning ift. de institutionelle omgivelser
De forskellige institutioner i samfundet er bundet af juridiske retningslinjer, og de kan muliggøre
eller begrænse oplevelsen af medborgerskab og integration i det nye samfund (12, p. 100). De
institutionelle omgivelser kan påvirke informanterne, da de er underlagt love og regler grundet
deres situation, og kan derved fremme og hæmme muligheder for at engagere sig i betydningsfulde
aktiviteter, eksempelvis arbejde (12, p. 99).
Informanterne gav udtryk for, at de ønsker at arbejde, idet det giver dem et formål i livet, men at de
ikke har muligheden for dette. Dét at være i et lønnet arbejde er en betydningsfuld aktivitet, som
kan medvirke til at opnå en social status og accept i samfundet, samt skabe struktur i hverdagen (13,
p. 309). Med få aktiviteter til at strukturere dagen og begrænset variation, kan der skabes en følelse
af rastløshed og kedsomhed (16, p. 203).
Bashir har forsøgt at udføre interviews på asylcenteret og derved følge sin interesse i journalistik,
men har ikke tilladelse til dette. På grund af manglende arbejde, har informanterne svært ved at
fylde deres hverdag ud. Dette skaber stress, da de er efterladt mange timer uden at foretage sig
betydningsfulde aktiviteter.
34
Under de institutionelle omgivelser spiller økonomi en afgørende rolle for, hvordan informanternes
aktivitetsmuligheder kan påvirkes. Samtidig kan økonomien have indflydelse på, hvor mange
ressourcer informanterne har til rådighed (12, p. 99-100). Ud fra informanternes udsagn er den
økonomiske støtte som de modtager, ikke altid tilstrækkelig og dermed kan det begrænse dem i
aktiviteter. Informanterne forsøger at strukturere deres økonomi ved at udarbejde madplaner, handle
ind i genbrugsforretninger samt skære ned på alkohol- og tobaksforbrug.
5. Diskussion
Nedenstående afsnit vil diskutere undersøgelsens væsentligste resultater ift. andre teoretiske
tilgange; Model of Human Occupation (MOHO) samt Aaron Antonovskys begreb om Oplevelse af
sammenhæng. Slutteligt ses der nærmere på undersøgelsens interne og eksterne validitet.
5.1
Teori
Begrebet Occupational Deprivation er ikke beskrevet tilstrækkeligt deltaljeret mht. omgivelserne,
hvilket Whiteford erkender ved at udtrykke et ønske om en større teoretisk udvikling af begrebet (1,
p. 545). Dette resulterede i, at det var nødvendigt at inddrage omgivelseselementerne fra CMOP-E.
Modellen har givet udfordringer, da den ikke altid formår at gå i dybden med de enkelte
omgivelseselementer. Særligt har de sociale omgivelser været svære at anvende i vores analysedel,
da disse er opdelt i mikro-, makro- og mesoniveauer. Disse niveauindelinger giver en overfladisk
forståelse af de sociale omgivelser, og er derfor ikke medtaget i analysen. I stedet måtte vi inddrage
en generel beskrivelse af informanternes sociale omgivelser.
Endvidere understreger CMOP-E, at aktivitetsengagement ikke kun er et resultat af omgivelserne,
men ligeledes af personen, der udfører aktiviteterne (12, p. 59-60). Ud fra vores erfaring kunne
samtlige elementer fra modellen med fordel inddrages, og dermed skabe en grundigere
undersøgelse af oplevelsen af Occupational Deprivation hos den enkelte informant (12, p 59-60).
Dette kunne sætte større fokus på det dynamiske samspil mellem omgivelser, personen og de
betydningsfulde aktiviteter, og derved skabe flere nuancer i undersøgelsens resultater.
5.2
Resultater
5.2.1 Geografisk isolation
Resultaterne viser, at informanterne oplever, at de fysiske omgivelser har indflydelse på deres
mulighed for at deltage i betydningsfulde aktiviteter. Ifølge Whiteford kan den geografiske
35
isolation, som er opstået i forbindelsen med ankomsten til Danmark og opholdet på asylcenteret,
have en indvirkning på informanternes aktivitetsmuligheder (13, p. 306). Vores resultater viser dog,
at informanterne benytter sig af transportmuligheder, hvilket medvirker til, at de bryder den
geografiske isolation, og dermed skaber flere aktivitetsmuligheder for dem selv. De teknologiske
muligheder på asylcenteret er ligeledes en medvirkende faktor til at reducere oplevelsen af den
geografiske isolation ved, at informanterne fortsat kan vedligeholde kontakten til hjemlandet.
Omvendt er Gary Kielhofners grundtanker, at selvom de teknologiske muligheder er med til at
skabe virtuel kontakt, kan disse ikke opveje behovet for den fysiske interaktion mellem mennesker
(29, p. 114-118). Selvom Kielhofner understreger, at den virtuelle kontakt ikke er tilstrækkelig,
vurderer vi, at informanternes oplevelse af Occupational Deprivation ydereligere vil forstærkes,
hvis de ingen mulighed har for at kommunikere med familie og venner i hjemlandet.
5.2.2 Betydningsfulde aktiviteter
Ifølge Whiteford er asylansøgere isoleret fra det øvrige samfund (13, p. 317), hvorimod vores
resultater indikerer, at informanterne har mulighed for at deltage i aktiviteter udenfor asylcenteret.
Problematikken er dog, at disse aktiviteter ikke er betydningsfulde for informanterne. Whiteford
beskriver, at mennesker er aktive væsener, der har behov for at indgå i aktiviteter (13, p. 308). Hun
lægger ikke vægt på, at disse aktiviteter skal være betydningsfulde, modsat Kielhofner, der
understreger vigtigheden af, at nogle af disse aktiviteter skal være betydningsfulde for den enkelte
(29, p. 15). Kielhofners tanker stemmer overens med vores resultater, hvor informanterne gav
udtryk for, at de mangler betydningsfulde aktiviteter, på trods af aktivitetsudbuddet på asylcenteret
og i lokalsamfundet.
Vores resultater viser derudover, at arbejde er en særlig betydningsfuld aktivitet for alle tre
informanter. De har mulighed for at udføre frivilligt arbejde, men som det fremstilles af Whiteford,
giver lønnet arbejde en social status i samfundet, som et frivilligt arbejde ikke altid kan opfylde (13,
p. 308). Ali og Bashir har tidligere haft højtstående stillinger, hvor de søgte at opnå succes igennem
deres arbejde. Et frivilligt arbejde ville muligvis ikke tilfredse dem i deres søgning efter et formål i
livet. Til gengæld kan et frivilligt arbejde i lokalsamfundet skabe nye netværk, aktiviteter og
forbedring af informanternes sproglige evner. På den måde kan der opnås et tilhørsforhold til den
nye kultur og derved en følelse af at bidrage til det danske samfund.
36
5.2.3 Forskelle i informanternes situation
Alle tre informanter er placeret på samme asylcenter under samme vilkår. Ali og Bashir har en
positiv tilgang til hverdagen, hvorimod Calel er særligt påvirket af situationen. Ift. den valgte
teoretiske tilgang i undersøgelsen, har det ikke været muligt at belyse ovenstående forskelle i
informanternes tilstand. Aaron Antonovskys begreb om Oplevelse af sammenhæng beskriver,
hvorledes nogle mennesker kan klare svære situationer og kriser, hvorimod andre ikke har samme
psykiske robusthed (30, p. 34-36). Oplevelse af sammenhæng kan således anvendes til at forstå,
hvorfor de tre informanter takler deres situation forskelligt. Ifølge Antonovsky skal dette ses i
sammenhæng med, at Calel har en svag Oplevelse af sammenhæng, sammenlignet med de to øvrige
informanter. Der kan være flere forklaringer på, at Calel er mere påvirket af sin situation. Dette kan
bl.a. skyldes, at han har opholdt sig på asylcenteret i en længere periode end de andre to
informanter. Derudover er Calel blevet skilt fra sin kone efter ankomst til Danmark, hvilket
ligeledes kan være en medvirkende forklaring.
5.3
Metode
5.3.1 Intern validitet
Dette afsnit tager udgangspunkt i Kvales definition af validitet, der omhandler, hvorvidt en metode
undersøger dét, den har til formål at undersøge (27, p. 272). Med andre ord ses der nærmere på,
hvorvidt cultural probes og semistruktureret interviews har undersøgt, hvilke omgivelsesmæssige
faktorer, der påvirker informanternes oplevelse af Occupational Deprivation. Validering skal som
udgangspunkt være gennemgående for hele forskningsprocessen (27, p. 274). De vigtigste
elementer af processen er diskuteret nedenfor.
5.3.1.1
Udvælgelse af informanter
Udvælgelsen af informanter blev overladt til centerlederen på asylcenteret. Hun havde kendskab til
alle beboerne, og dermed hvilke, der kunne være åbne overfor at deltage på baggrund af
inklusionskriterierne. Ét af kriterierne var det sproglige – informanterne skulle tale og forstå enten
engelsk eller dansk for at undgå tolk som mellemled. Det blev efterfølgende erfaret, at deres
engelskniveau var basalt og derfor var kommunikation mellem informant og interviewer til tider en
udfordring. Dette skabte misforståelser både i form af spørgsmålene til informanterne og deres
besvarelse hertil, hvilket kan have påvirket undersøgelsens resultater, da vi muligvis kan have
fejlfortolket det sagte under interviewene og analysen.
37
Et mere aktivt samarbejde med centerlederen, hvor vi havde mulighed for at foretage en
forhåndsvurdering ift. inklusionskriterierne, kunne have afklaret, om informanterne var egnede til
deltagelse. Dette kunne eventuelt være opnået ved, at vi havde ført en længere samtale med dem for
at vurdere deres sproglige niveau inden interviews og udlevering af cultural probes for på den måde
at afklare, om tolk var en nødvendighed.
5.3.1.2
Dataindsamling
Pilottest af cultural probes blev fravalgt, idet det blev antaget, at personlig instruktion på engelsk
ville være tilstrækkeligt til at producere validt datamateriale fra informanterne. Informanterne havde
givet udtryk for at have forstået, hvad de enkelte opgaver gik ud på, men de var ikke altid i stand til
at gøre rede for, hvorfor de havde taget de enkelte billeder, og mange af billederne havde kun
begrænset relevans ift. undersøgelsens problemformulering. Inddragelse af tolk kunne sikre, at
opgavernes formål var forstået, og kunne give dem mulighed for at besvare opgaverne på deres
modersmål. Dagbogsmaterialet indeholdt dog relevante refleksioner over både datid, nutid og
fremtid, der var brugbare ift. senere analyse.
Vi har gennem projektet erfaret, at cultural probes stiller store krav til, at informanterne har
overskud til egne refleksioner, da metoden er brugerdreven. Dette overskud er muligvis ikke altid til
stede, da informanterne i forvejen befinder sig i en sårbar situation. Vi kunne i stedet have
udarbejdet én enkelt opgave fremfor tre opgaver for at simplificere opgaveudførelsen for
informanterne. Spørgsmålet er dog fortsat, hvorvidt dataindsamlingsmetoden er brugbar overfor
målgruppen.
Validiteten af det indsamlede materiale kunne være styrket ved pilottest af metoden. Cultural probes
kunne være uddelt til informanten, der medvirkede i pilotinterviewet. Dette kunne være en løsning,
men på baggrund af, at opgaverne og spørgsmålene forstås individuelt, ville denne metode muligvis
ikke være tilstrækkelig for at sikre en forståelse hos alle informanter.
Interviewguiden blev testet vha. et pilotinterview, og dette resulterede efterfølgende i, at
interviewguiden blev uddybet og præciseret (27, p. 186-187). Den udvalgte informant har opholdt
sig i Danmark i ca. tre år og har et fornuftigt kendskab til både engelsk og dansk. Dette medførte, at
overvejelser om inddragelse af tolk ikke blev til mere. Vi kan nu se, at det gav nogle udfordringer
både i transskriptionen og forståelsen under interviewsituationen, at tolken blev fravalgt. Tolken
38
kunne bidrage til en dybere forståelse af informanternes udsagn under interviewet, da informanterne
virkede begrænsede i deres udsagn grundet deres sprogbarriere.
Informanterne havde ikke mødt den primære interviewer før, hvilket gjorde, at det var vigtigt at
etablere en kontakt til de enkelte informanter meget hurtigt (27, p. 148-150). Dette virkede til at
lykkedes i alle tilfælde, da informanterne var imødekommende og åbne overfor den primære
interviewer. Kontakten, og dermed fortroligheden, kunne muligvis være højnet yderligere, hvis den
primære interviewer havde været med i forbindelse med udlevering af cultural probes.
Alle interviews foregik på engelsk, men hverken interviewere eller informanter har engelsk som
deres primære talte sprog. Det kunne have højnet kvaliteten af interviewene betydeligt, hvis der
havde været en tolk tilstede under interviewene. Dette kunne give flere nuancer i de enkelte
besvarelser og dermed kvaliteten af de producerede data. En tolk kunne under interviewet med
Calel med fordel være inddraget, da han flere gange under interviewet misforstod spørgsmålene.
En anden overvejelse er, at informanternes situation er sårbar. Selvom undersøgelsens resultater
ikke har indvirkning på deres asylsag, er der risiko for, at deres svar har været påvirket af denne
situation og således ikke er helt i overensstemmelse med virkeligheden. Calel svarede eksempelvis
på spørgsmålet omhandlende myndighedernes indflydelse på hans muligheder for at arbejde i
Danmark: ”I’m not going to say anything about the system, I like the system”. Se bilag 8, linje 264.
Denne bekymring er forsøgt minimeret ved at informere om, at datamaterialet anonymiseres og ikke
videregives.
Som supplement til de enkelte interviews, kunne et fokusgruppeinterview anvendes som
dataindsamlingsmetode. Dette kunne åbne op for mere spontane og forskellige synspunkter, og på
den måde skabe en dynamisk dialog mellem informanterne og intervieweren (27, p.170). På den
anden side kunne et fokusgruppeinterview medføre, at én af informanterne ville dominere samtalen,
hvilket kunne resultere i, at de øvrige informanter bliver passive. Dette vil afspejle sig i resultaterne,
da disse således ikke vil repræsentere alles holdninger. Derudover kunne det tænkes, at
informanterne ikke ønsker at diskutere følsomme emner i gruppen.
5.3.1.3
Transskription af interviews
Inddragelse af tolk under transskriberingsprocessen kunne ydereligere have sikret projektets
validitet, da hverken informanterne eller de personer, der transskriberede interviewene, havde
engelsk som modersmål. Eftersom tolk blev fravalgt, er der en risiko for, at de producerede data kan
39
indeholde sproglige misforståelser af informanternes udsagn. Dette kan yderligere medføre
fejlfortolkning, og at vores resultater således ikke afspejler informanternes reelle holdninger (27, p.
206-210).
Personerne, der transskriberede, var ikke involveret i selve interviewene, hvilket reducerede
risikoen for fortolkninger i oversættelsen fra lyd til skrift. Efter afsluttet interviews, har
interviewerne en generel idé om indholdet, hvorved der skabes en ny forforståelse. Denne
forforståelse kan hæmme en fænomenologisk bearbejdning af lydmaterialet.
Kvaliteten af de
enkelte transskriptioner kunne være højnet yderligere, hvis to personer separat havde transskriberet
hvert interview. Herved kunne risikoen for misforståelser og generelle problemer med at høre visse
passager af interviewene reduceres. Derudover kunne informanterne blive bedt om at læse
transskriptionerne igennem for at bekræfte rigtigheden af det sagte (27, p. 206-210).
5.3.1.4
Analyse
Den kvalitative metode påvirkes af de forforståelser forskerne er præget af, og det har derfor været
vigtigt, at analysen blev foretaget i fællesskab. Dette kan skabe en mere nuanceret diskussion af
data, hvilket derved kan sikre projektets validitet. En udfordring kan være, at en enkelt persons
forforståelse kan blive styrende gennem analysebearbejdningen, hvis andres forforståelser ikke
kommer til udtryk.
Informanterne kunne med fordel inddrages i analyseprocessen, hvilket kunne have styrket analysens
konklusion. Informanterne kunne således bekræfte, hvorvidt fortolkningerne var korrekte og var tro
mod deres holdninger.
5.3.2 Ekstern validitet
Undersøgelsens problemformulering er inspireret af Morvilles PhD-studie, og underbygget med
andre studier indenfor ergoterapi og asylansøgere. Således er der gennem grundig litteratursøgning,
gjort et forsøg på at afdække de berørte emneområder og herved sikre, at projektets formål har
relevans ift. det øvrige forskningsfelt. Vi må dog erkende, at vores søgning har været begrænset til
to primære databaser, Cinahl og PubMed, som er suppleret med primærkilder til fundne bøger og
artikler. Dette betyder, at vi ikke med sikkerhed kan garantere, at der ikke er foretaget lignende
studier.
40
6. Konklusion
Ud fra ovenstående analyse vil undersøgelsens resultater konkluderes.
På baggrund af undersøgelsens resultater forhindrer de fysiske, sociale, kulturelle og institutionelle
omgivelser informanterne i at deltage i betydningsfulde aktiviteter, og derved skabes en oplevelse af
Occupational Deprivation.
Resultaterne har vist, at opholdet i Danmark på et asylcenter, har indvirkning på informanternes
hverdag i form af manglende struktur og variation, samt en isoleret tilværelse med begrænset
aktivitetsmuligheder. Asylcenterets aktivitetstilbud er ikke tilstrækkelige til at skabe mening i livet
for informanterne. Empirien har vist, at alle tre informanter er motiveret for at deltage i joblignende
aktiviteter, der vil sætte dem i stand til at udvikle arbejdsrelaterede kvalifikationer og herved sikre
deres egen og familiens fremtid. Dette er dog ikke muligt, idet retten til at arbejde, er reguleret
lovmæssigt af de institutionelle omgivelser, som dermed bliver en direkte årsag til informanternes
oplevelse af Occupational Deprivation. Indirekte spiller de kulturelle forskelle og sproglige
udfordringer ligeledes en betydelig rolle.
Det kan således konkluderes, at ergoterapeuter skal have mere fokus på at skabe forandring i en
større politisk og samfundsmæssig kontekst, hvis oplevelsen af Occupational Deprivation
overhovedet skal kunne reduceres hos informanterne.
7. Perspektivering
Dette afsnit vil præsentere perspektiver ift. forslag til fremtidige undersøgelser med et
ergoterapeutisk fokus.
Projektets problemformulering lægger op til en snæver teoretisk vinkel på asylansøgernes hverdag
på asylcenteret. Fremtidige undersøgelser kunne med fordel inddrage et bredere perspektiv, hvor
Occupational Injustice med de underliggende begreber Occupational Imbalance, Marginalization og
Alienation kan anvendes som teoretisk referenceramme (13, p. 338).
Begrebet Occupational
Deprivation tillader kun, at forskerne betragter asylansøgere ud fra én bestemt vinkel ift. hverdagen
på et asylcenter. Et bredere teoretisk perspektiv kunne bidrage til en større forståelse og et mere
nuanceret billede af asylansøgernes situation.
På baggrund af vores resultater kunne fremtidige studier med fordel undersøge, hvorvidt det er en
generel tendens, at de institutionelle omgivelser har en indvirkning på asylansøgernes hverdag. For
41
at undersøge dette, kunne flere asylcentre i landet inddrages i en videre undersøgelse, for på den
måde at sammenligne dem og klarlægge om der er en eksisterende problematik. Såfremt dette viser
sig at være tilfældet, kan ergoterapeuter med baggrund i den Canadiske Model for Klientcentreret
Muliggørelse (CMCE) benytte en række muliggørende færdigheder i form af at forfægte og
samarbejde. Disse færdigheder kan anvendes for at skabe større opmærksomhed samt oplyse
omkring asylansøgernes situation, og herigennem påvirke omgivelserne på et højere politisk og
samfundsmæssigt niveau. Derudover kan ergoterapeuter skabe fokus på asylansøgernes muligheder
for at arbejde ved at indgå i et samarbejde på tværs af sektorer og organisationer. Hensigten med
samarbejdet er at lette de nuværende betingelser og regler, der er opstillet for asylansøgerne, og
derved muliggøre deltagelse på det danske arbejdsmarked (12, p. 169-175).
42
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http://ec.europa.eu/eurostat/documents/2995521/6751779/3-20032015-BP-EN.pdf/35e04263-2db54e75-b3d3-6b086b23ef2b
3. Justitsministeriet, Udlændingestyrelsen, Arbejdsmarked Rekruttering. Tal på udlændingeområdet
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Asylum Seekers: An Explorative Study. Perspect Psychiatr Care. 2011; 47: 48-55
6. Udlændingestyrelsen. Hvor ligger centrene?[Internet]. Kbh: Udlændingestyrelsen. 2015 [cited
2015 jun 2]. Available from:
https://www.nyidanmark.dk/da-dk/Ophold/asyl/asylcentre/hvor_ligger_centrene.htm
7. Røde Kors. Dagligdagen som Asylansøger [Internet].Røde Kors. [cited 2015 jun 2]. Available
from:
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http://www.rodekors.dk/det-goer-vi/asyl/asylarbejdet-i-danmark/dagligdagen-som-asylansoeger
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9. Morville AL. Daily occupations among asylum seekers: Experience, performance and perception
[dissertation], [Internet]. Lund: Lund University; 2014 [cited 2015 jun 2]. Available from:
http://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=4342451&fileOId=4342457
10. Hvass J, Kongstad J. Rød blok: asylansøgere skal i job efter få uger [Internet]. Jyllandsposten.
2015 [cited 2015 jun 2]. Available from:
http://jyllandsposten.dk/indland/ECE7408753/R%C3%B8d+blok%3A+Asylans%C3%B8gere+skal+i+job+efter+
f%C3%A5+uger/
11. Townsend E, editor. Fremme af menneskelig aktivitet – ergoterapi i et canadisk perspektiv.
Kbh.: Munksgaard Danmark; 2002.
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13. Christiansen CH, Townsend EA, editor. Introduction to Occupational: The Art and Science of
Living. 2nd ed. NJ: Pearson Education Inc; 2011
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Ther. 2000;63(5): 200-204
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2000;7:84-86
18. Townsend E, Wilcock AA. Occupational justice and client-centered practice: A dialogue in
progress. Can J Occup Ther [Internet]. 2004 [cited jun 2] ;71(2): 75-87
44
Available from: http://www.caot.ca/CJOT_pdfs/CJOT71/Townsend%2071(2)75_87.pdf
19. Whiteford G. Understanding the occupational deprivation of refugees: A case study from
Kosovo. Can J Occup Ther. 2005;72(2): 79-88
20. Birkler J. Videnskabsteori – en grundbog. Kbh.: Munksgaard Danmark; 2005
21. Ebdrup N. Hvad er Hermeneutik? [Internet]. Videnskab.dk. 2012 [cited 2015 jun 02].
Available from: http://videnskab.dk/kultur-samfund/hvad-er-hermeneutik
22. Kvale S. InterView: En introduktion til det kvalitative forskningsinterview. Kbh.: Hans Reitzel;
1997.
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forlag; 2004.
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[cited 2015 jun 2]; 12: 64-68. Available from:
http://www.dsr.dk/Sygeplejersken/Sider/SY-2011-12-64-1-Tre-kvalitative-forskningstilgange.aspx
25. Harboe T. Metode og projektskrivning – en introduktion. 2nd ed. Frederiksberg:
Samfundslitteratur; 2013
26. Gaffney G. What is a Cultural Probe? [Internet]. Information & Design; 2006. [Cited 2015 Jun
2]. Available from:
http://infodesign.com.au/wp-content/uploads/CulturalProbes.pdf
27 Kvale S, Brinkmann S. Interview: Introduktion til et håndværk. 2nd edition. Kbh.: Hans Reitzel;
2009
28. Glasdam S, editor. Bachelorprojekter inden for det sundhedsfaglige område – indblik i
videnskabelige metoder. Kbh.: Nyt Nordisk Forlag Arnold Busck; 2012
29. Kielhofner G. Model Of Human Occupation. 4th ed. Philadelphia: Lippincott Williams &
Wilkins; 2008
45
30. Antonovsky A. Helbredets mysterium. 2nd ed. Kbh.: Hans Ritzels Forlag; 2000.
Anvendt referencesystem: Vancouver
46
Bilagsliste
Bilag 1: Dosisguide.
Bilag 2: Introduktionsbrev for cultural probes.
Bilag 3: Billede af cultural probes boks.
Bilag 4: Cultural probes opgaver.
Bilag 5: Interviewguide.
Bilag 6: Transskribering af interview med Ali.
Bilag 7: Transskribering af interview med Bashir.
Bilag 8: Transskribering af interview med Calel.
Bilag 9: Transskribering af dagbogsmateriale fra Bashir.
Bilag 10: Billedanalyse.
Bilag 11: Meningskategorisering af Ali, Bashir og Calel.
Bilag 12: Meningskondensering af Ali, Bashir og Calel.
Bilag 13: Samtykkeerklæring til centerleder.
Bilag 14: Samtykkeerklæring til informanter.
Bilag 15: Formidling.
47
Bilag 1
Dosisguide.
- guide
DOkumenteret Systematisk InformationsSøgning
Titel: Aktivitetsmæssig retfærdighed på et dansk asylcenter – En kvalitativ undersøgelse
Problemstilling:
Hvilke omgivelsesmæssige faktorer har betydning for oplevelsen af Occupational Deprivation hos
asylansøgere på et dansk asylcenter?
Stikord på dansk:
Aktivitetsmssig frarøvelse, asylansøgere,
aktivitet, omgivelser og ergoterapi
Stikord på engelsk:
Occupational Deprivation, asylum seeker,
occupation, environment, Occupational Therapy
2. Beskriv din
søgestrategi
Database eller
informationskilde
Begrundelse for valg af database eller informationskilde
Dato /
periode
for
søgning
Kvalitativ artikeldatabas med stort udbud af sundhedsfaglige artikler.
Denne database er brugt som udgangspunkt for søgninger, da den
indeholder mange ergoterapeutiske artikler.
Februar til
juni 2015
PubMed
Medicinsk database, der er brugt til supplerende søgninger. Dels for at
underbygge søgninger i Cinahl og dels for at finde nye artikler der evt.
belyser andre vinkler på problemstillingen.
Februar til
juni 2015
Google.com
Søgninger er brugt til at finde konkrete artikler i forbindelse med
kædesøgninger. Den er ligeledes brugt til at finde supplerende
informationer om emner til opgavens problemstilling. Eksempelvis
kan nævnes videnskabsteori og regler vedr. asyl.
Februar til
juni 2015
Cinahl
1
3. Beskriv din
søgestrategi
Database 1 –
Cihnal:
Tema 1:
Asylansøgere
Tema 2:
Hverdagsliv
Tema 3:
Livskvalitet
Tema 4:
Ergoterapi
Kontrollerede
emneord:
Refugees
Kontrollerede
emneord:
Occupational
Justice
Activities of daily
living
Kontrollerede
emneord:
Social inclusion
Quality of life
Kontrollerede
emneord:
Occupational
Therapy*
Fritekst:
Fritekst:
CMOP-E
Kontrollerede
emneord:
Quality of life
Kontrollerede
emneord:
Occupational
Therapy
Fritekst:
Asylum seeker*
Asylum*
Fritekst:
Boredom
Occupational
Deprivation
Occupational
Justice
Database 2 –
PubMed:
Kontrollerede
emneord:
refugees
Fritekst:
Asylum seeker
Asylum
Kontrollerede
emneord:
Activities of daily
living
Boredom
Fritekst:
Social inclusion
Fritekst:
Occupational justice
Occupational
deprivation
Fritekst:
CMOP-E
4. Beskriv dine
selektionskriterier
Publikationsår
Sprog
Database 1 –
Cinahl:
Engelsk og dansk
Database 2 –
PubMed:
Engelsk og dansk
Aldersgruppe
Publikationstype
2
5. Søgeresultat
Database 1 –
Cinahl:
Tema 1:
Asylansøgere
Tema 2:
Hverdagsliv
Tema 3:
Livskvalitet
Tema 4:
Ergoterapi
Refugees – 4201
Occupational
Justice – 5
Activities of daily
living - 41765
Social inclusion* 4032
Quality of life 65879
Occupational
Therapy – 18704
CMOP-E* - 37
Quality of life 124543
Occupational
Therapy - 10527
Social inclusion 7946
Canadian model of
performance and
engagement - 4
Asylum seeker* 1996
Asylum* - 5014
Boredom* - 4511
Occupational
Deprivation* - 447
Occupational
Justice* - 704
Database 2 –
PubMed:
Refugees – 6901
Asylum seeker 771
Asylum - 2143
Activities of daily
living - 52961
Boredom - 530
Occupational
Justice - 547
Occupational
deprivation - 645
5. Søgeresultat
(fortsat)
Asylansøgere AND
Hverdagsliv
F.eks.
Asylansøgere AND
Hverdagsliv AND
livskvalitet
F.eks.
Asylansøgere AND
Hverdagsliv AND
livskvalitet AND
Ergoterapi
F.eks.
Asylansøgere AND
Ergoterapi
Database 1 –
Cinahl:
180
27
7
107
Database 2 –
PubMed:
37
7
0
16
3
Bilag 2
Introduktionsbrev for cultural probes.
Hej!
Du har nu fået udleveret en æske, som indeholder et engangskamera, kuglepenne, blyanter,
farveblyanter, post-its, skriveblokke og lidt søde sager 
Det har du fået, da vi er ved at skrive en opgave, der handler om din hverdag. Tanken er, at disse
ting skal bruges til at beskrive din hverdag her på asylcentret.
Eksempelvis kan du tage billeder, tegne eller skrive en note om, hvad du kan lide at lave her på
asylcentret samt hvad du ønsker, at der også var på asylcentret. Du må gerne være kreativ og bruge
din fantasi. Der er ingen grænser og ingen forkerte svar!
Mange tak for hjælpen. Det sætter vi stor pris på.
Venlig hilsen Marie, Andrea, Maiken, Mikael og Dzenita.
Hi!
You've received a box containing a disposable camera, pens, pencils, crayons, post-its, writing pads
and some sweets 
We are writing an assignment about your everyday life. The idea is that these things can be used to
describe your everyday life here at the asylum center.
For example, you can take pictures, draw or write a note about what you like to do here and as well
as what you wish you could do at the asylum center. You can be creative and use your imagination.
There are no limits and no wrong answers!
Thank you so much for your help. We truly appreciate it.
Sincerely, Marie, Andrea, Maiken, Mikael and Dzenita.
1
Bilag 3
Billede af cultural probes boks.
1
Bilag 4
Cultural probes opgaver.
Opgave 1: Beskriv fortid
Hvilke aktiviteter betød mest for dig tidligere - F.eks. fritidsinteresser, arbejde, familieaktiviteter,
religiøse aktiviteter, andet?
Task 1: Decribe your past
What activities meant the most to you in the past – for example spare time interests, work, doing
things with family, religious activities, other activities?
Opgave 2: Beskriv nutid på asylcenteret
Hvilke aktiviteter betyder mest for dig nu? F.eks. fritidsinteresser, arbejde, familieaktiviteter,
religiøse aktiviteter, andet?
Savner du nogen aktiviteter i din hverdag? F.eks. fritidsinteresser, arbejde, familieaktiviteter,
religiøse aktiviteter, andet?
Task 2: Describe your present life at the asylum center
What activities means the most to you now – for example spare time interests, work, doing things
with family, religious activities, other activities?
Do you miss any activities in your daily life – for example spare time interests, work, doing things
with family, religious activities, other activities?
Opgave 3: Beskriv en bedre fremtid på asylcenteret
Kunne du forestille dig nogle aktiviteter der ville give en bedre hverdag på asylcenteret?
Task 3: describe a better future for you at the asylum center
Could you imagine any activities that would give you a better daily life at the asylum center – for
example spare time interests, work, doing things with family, religious activities, other activities?
1
Bilag 5
Interviewguide.
Baggrund
Background
1. Dit navn og alder?
Your name and age?
2. Hvor kommer du fra?
Where are you from?
3. Hvor lang tid har du opholdt dig her i How long have you been in Denmark?
Danmark?
4. Hvordan kan det være, at du er kommet til Why did you come to Denmark?
Danmark?
5. Er du kommet til Danmark alene?
Did you come by yourself?
6. - Hvilken betydning har dette for dig i - How does this affect you in your daily life?
hverdagen?
Fortid
Past
7. Hvad lavede du i dit hjemland?
What did you do in your home country?
8. – Uddannelse?
- Education?
9. – Job?
- Work?
– Fritid?
- Spare time?
Hvilken betydning har arbejde/uddannelse What does work/education mean to you?
for dig? (økonomi, identitet, social status)
(finance, identity, social status)
– Hvad betyder netværk for dig i hjemlandet?
- What did relations mean to you in your
home country
– Hvad lavede du med venner og familie?
- What did you do with family and friends?
Kan du beskrive din hverdag i dit hjemland?
How would you describe a typical day in your
home country?
– Hvilke rutiner havde du dér?
- What routines did you have?
– Hvilken betydning havde disse aktiviteter - What meaning did these activities have for
for dig?
you?
Nutid
Hvordan
ser
din
hverdag
Present
ud
nu
på What does a typical day for you at the asylum
asylcentret?
center look like?
- Foretager du dig noget udenfor asylcentret?
- Do you have any activities outside the
1
asylum center?
Sprogets betydning i hverdagen (både med Meaning/implication of language in the
danskere og med andre på centeret)
everyday life (both with Danes and other
residents at the center)
- Hvordan ser dit netværk ud nu?
- What do you think about your relations now
- Hvad laver du med venner og familie?
- What do you do with family and friends?
- Du får økonomisk støtte – dækker den dine - You get financial support from the Danish
behov?
government – does it cover the needs you
have?
Hvilke aktiviteter tilbydes her på asylcentret?
What kind of activities are offered at the
- Gør du brug af disse? Hvis ja, hvilke?
asylum center? Which of these activities do
you participate in?
- Har du selv aktivt gjort noget for at opsøge - Have you done anything to find new
aktiviteter? (kan du give eksempler?)
activities (give examples?).
Hvad betyder det for dig, at asylcentret How do you feel about these activities?
tilbyder disse aktivitet for dig?
Oplever du, at der mangler nogle aktiviteter Do you feel that there are any activities
på asylcentret, som du ønsker at lave?
missing that you would like to do?
Fremtid
Future
Hvilke ønsker og drømme har du for What wishes and dreams do you have for the
fremtiden?
future?
- Hvordan understøtter eller hæmmer dine - How does your present activities at the
nuværende aktiviteter på centeret disse?
asylum center support or prevent these wishes
and dreams?
Hvordan er din oplevelse af dit asylforløb What is your experience of the asylum
indtil nu?
application process this far?
- Hvordan oplevede du, at du blev placeret på - What did you feel about being placed at this
dette asylcenter (manglende indflydelse)?
Occupational Deprivation
center (lack of influence)?
Occupational Deprivation
Vi er interesseret i begrebet Occupational
We are interested a term called Occupational
Deprivation. Det omhandler en tilstand, hvor
Deprivation. It is when you cannot participate
2
du ikke er i stand til at deltage i
in activities that you really want to because of
betydningsfulde aktiviteter grundet
things outside of your control.
omstændigheder udenfor din kontrol.
- Er det noget, du kan relatere til?
- Is this something you can relate to?
3
Bilag 6
Transskribering af interview med Ali.
Interviewer (I).
Informant (A).
1
I: We have some question written down. So we just want to go through them. And whatever
2
you feel, you can just answer it, and if you have any questions on the way, you just tell us
3
A: Okay
4
I: So first of all, just for the record your name and age?
5
A: My name?
6
I: Yeah
7
A: My name is A
8
I: And your age?
9
A: 38 … years
10
I: Yeah. And originally, where are you from?
11
A: … jeg kommer … I am coming from Syria
12
I: yeah. What part of Syria is that?
13
A: What?
14
I: What part of Syria. North, south?
15
A: I’m from south Syria
16
I: Okay, yeah. A large city or a small city?
17
A: … I’m from … a middle city… Y, that’s the area around Syria
18
I: Okay
1
19
A: Around Damaskus
20
I: Ah okay, so it’s close to a really big city
21
A: Yeah
22
I: So how many people live in that place?
23
A: … about … 404.000.
24
I: Ah okay, so it big. By Danish standards it’s very big
25
A: Yeah yeah
26
I: So … How come you came to Denmark? Why did you come to Denmark? Was that a
27
coincidence … just why did you come to Denmark or not Greece, or England or Germany?
28
A: Why?
29
I: Yeah. Why did you end in Denmark or come to Denmark instead of perhaps Germany or
30
Italy?
31
A: When I … go to the Sweden, their police catch me
32
I: Ah okay. Yeah that’s why
33
A: I … don’t want to come to Denmark in the beginning
34
I: Okay
35
A: In the beginning, yeah. Because the Sweden government have a … I believe with the
36
Sweden government. But I don’t have any information about the Denmark government …
37
yeah… not negative, but I don’t have the information, but now I have negative
38
I: It’s okay to have
39
A: Yeah, I have negative opinion about the government here
40
I: There’s gonna be an election soon, and it’s all about politics and it is
41
A: Yeah yeah yeah
2
42
I: It’s a lot of focus on especially on this area, for some reason it just … everytime there is an
43
election there’s a lot of focus on it and people in Denmark are really really divided
44
A: Yeah yeah yeah
45
I: Some want to be really really strict and some feel, we have to help people
46
A: Yeah
47
I: it’s sometime really uncomfortable because you are the people who are like stuck in the
48
middle of this huge discussion
49
A: Yeah but … because I am from Syria I have … many difficulties in my life … my family is
50
waiting for me … waiting for positive news
51
I: Yeah
52
A: To come to me, yeah. But until now I haven’t any any any positive … news. Yeah. That’s
53
make difficult and make problems
54
I: So how do you feel about this long process?
55
A: … I feel very sad. Very very very sadly … because the war in Syria haven’t any… signal
56
to end. All was
57
I: The conflicts
58
A: Yeah yeah yeah
59
I: When it started I thought it was gonna end in a perhaps a couple of years. It is surprising
60
how long is gone on now.
61
A: What?
62
I: No, I just said … I didn’t think the war would last that long in Syria. It didn’t seem like it
63
would last that long. At the beginning … In Syria
64
A: Yeah, in Syria that’s 4 years now
65
I: It’s a long time now
66
A: Yes a long time. No war like this war. It is a dirty war
3
67
I: Yeah
68
A: Have a negative effect … this war become or give a very negative … effect to the people
69
and … the children have many many negative effect … their science process, the university…
70
when the war comes … my job in Syria ... I’m a manager of a production of washing machine
71
I: Ah, yeah
72
A: Yeah … today, every day I have product … 400 washing machine. Yeah. In the past but …
73
now the factory is destroyed. And the war comes and stop it, yeah… in their homes. This is a
74
very problem
75
I: Yeah, of course
76
A: This war … I haven’t in the story any war like this … All though Hitler … because this is
77
from inside. We haven’t any real picture to our enemy, government or … ISS … all Islamic
78
I: State?
79
A: No no, Islamic state, yeah. ISS, Islamic state … but there is many things
80
I: Just to get a little back to this … next questions is what did you do in your home country,
81
and we know you were working as a factory manager
82
A: Yeah, I’m a manager … because my science degree, I’m engineer, I’m a machine engineer
83
I: Ah okay yeah. So did you have any spare time interest? What did you do when you did not
84
work, what did you do in Syria?
85
A: In Syrian I haven’t any time empty, I love my life
86
I: Very busy life
87
A: Yeah, and this … this work or job are a complex job. Have an effect, a negative effect to
88
my family … because there is no empty. I have in my section … 139 workers
89
I: Okay yeah, that’s many people
90
A: Yeah it is many people, and many difficult … and the production is a difficult process …
91
production … I haven’t any empty time in the life in Syria. But now … I have a lot
92
I: But what about the weekends? You also work on the weekends?
4
93
A: In the weekend I … the weekend in Syria is Friday
94
I: Yeah
95
A: Friday to the … special workers. But the general or government workers have Saturday
96
and Friday.
97
I: Free?
98
A: Free
99
I: Yeah
100
A: But we … because I work in the special work … my factory, our factory, special work, not
101
to the government. In Syria there is factory to the government and factory to the
102
I: Private sector?
103
A: To the man … business man
104
I: Yeah
105
A: Yeah. Because that I have one day, holiday and … free in the weekend.
106
I: Yeah
107
A: This one day … sometimes because there is a pray. Do you know pray?
108
I: Yeah
109
A: This Friday we have pray and the middle of this pray, we go to the mosque, yeah. This give
110
a … stop to any strong ideas to go, to any area … but although I give … I take my family and
111
my mom, my mamma … to the … we have a good nature in Syria. We go to the, near the
112
rivers and the mountain
113
I: Yeah
114
A: And … eating some meat
115
I: To eat something, yeah
116
A: Yes. Yeah and my … baby, my … children … in the summer and in the spring, yeah.
117
Because the weather in Syria is very very nice
5
118
I: Yeah
119
A: We have a good … not like this
120
I: Cold?
121
A: Yeah. Very cold … we have 4 seasons, like here 4 seasons … winter is winter, 3 months.
122
And spring is good weather … and summer is high to the 40 degrees. Yeah … in the end of
123
the summer
124
I: Yeah
125
A: Because Syria and the Middle East is good weather
126
I: Yeah. Not like here were you have nine months of winter
127
A: Yeah
128
I: It could feel like that … but you said family … did you come to Denmark alone? Or with
129
your family?
130
A: What?
131
I: Did you come by yourself to Denmark?
132
A: Yeah I come
133
I: Only you?
134
A: Yeah. My family is in Syria
135
I: Okay
136
A: Yeah, I said to you it’s very difficult
137
I: So, you think a lot about your family every day? Because they are still in Syria
138
A: Yeah
139
I: Does it make you feel like lonely? Or … Do you have people to talk to here?
140
A: Yeah yeah … I have many people but … my children that’s a special feeling
141
I: Yeah, of course
6
142
A: Because … my children say papa
143
I: Yeah
144
A: I have three children
145
I: Yeah, how old are they?
146
A: Six years, five years … and the smallest two years, yeah
147
I: All are really wonderful ages
148
A: Yeah
149
I: So can you talk to them on skype or computer, or any?
150
A: The telephone … no skype. The service of the internet not speedily in Syria, yeah
151
I: Mmh
152
A: Because that I … find WhatsApp or any line … any programs, communication programs
153
I: Yeah, so … when you were working as a factory manager in Syria … what does work mean
154
to you? Is it because of … you work because you want to earn money or is it because you feel
155
like you get some status in the society, or what is your motivation for working in Syria?
156
A: Yeah … I … in the main purpose, the first purpose I want to … to be succeed, in my life.
157
Because I have study many years … and because I want to the personality reason, yeah
158
I: Yeah
159
A: To give my results of my study. Yeah. And the second reason … also for money, but the
160
money is not the main. Because I’m not, in Syria a poor man, I’m in the middle. I have my
161
family, my father and my … our brothers have a shopping in this town. In my town, yeah
162
I: Yeah
163
A: And I have, in Syria, a car … a good car. That’s a Kia. Kia 40. That’s good. Full option,
164
that’s a new car
165
I: Yeah, a very new car
166
A: That’s gone in the war. All of this is gone.
7
167
I: Yeah, so what … your family is still living … your wife and children are still living in the
168
house now?
169
A: Yeah … not in my house … my house is destroyed
170
I: Totally destroyed?
171
A: Yeah, my house and our town is destroyed. Now my family live besides this town …
172
because this town became a military area
173
I: Ah okay
174
A: Because that, any people cannot live … in Syria … maybe if you are sit down … like this
175
… maybe … boom
176
I: Yeah
177
A: Yeah yeah. That’s in anywhere, any place … if you go to the Damaskus, the people go to
178
the war, and the war … done
179
I: Break out?
180
A: Yeah, break out
181
I: Terrible
182
A: Yeah yeah, very terrible … in Syria … this view is very suddenly and very stranger … in
183
Syria we haven’t any war for a long … 30 years
184
I: Yeah, it’s a long time
185
A: But now … the baby if he is here … normally no problem … that’s a very problem, very
186
high problem … because the generation who become, which become after this time … the
187
persons of him, of this day … maybe go to the reasons … people … because this fuel …
188
normally
189
I: Yeah, they will think it’s normal
190
A: Yeah yeah, normal … because that the world have … the world and Obama and America,
191
and also Denmark … also that once world … that number one world … have a … must give a
8
192
solution to this war, yeah … not to stop … you must stop this war … the main reason to this
193
war, Bashar Al Assad , yeah
194
I: Yeah
195
A: Because all army … we have strong army in Syria
196
I: Yeah
197
A: This army at all-time be ready to fighting Israel and fighting … because that … have a
198
strong army … this is strong army … where go to the … people
199
I: Yeah
200
A: Okay … they have strong weapons … not with guns, with chemical weapons
201
I: Yeah … so just to return to your life in Syria … are you very dependent on relations to
202
other people. Do you know a lot of people in the past? Are you very depending on other
203
people to get things done. Was that a normal part of your day?
204
A: Not like in the past
205
I: No … but in the past you was … you knew a lot of people
206
A: Yeah yeah, because of … people in Syria not like this, we have … in Syrian we have very
207
I: Warm?
208
A: Yeah yeah yeah … and in Syrian people are very romantic
209
I: So it means a lot to you still to be able to talk with other people?
210
A: Yeah yeah yeah
211
I: Yeah … so mostly you
212
A: This this … sorry
213
I: Yeah
214
A: This … life or … former life in Syria
215
I: Yeah
9
216
A: Because I’m … roady … in this, in my life … because that I have problem in Denmark
217
I: Yeah
218
A: Not like in Syria … in Syria … our town … all the people we know … them … yeah, and
219
all the time we took, yeah
220
I: Yeah
221
A: But in Denmark … no romantic … or, if you want anything
222
I: Mmh
223
A: Come, a few … you don’t know … X … if you want … just, tok tok … no talk
224
I: We are cold … cold people?
225
A: Yeah, cold people … and negative people … but I don’t know any reason for this …
226
because, maybe because the war from Hitler … yeah, I don’t know
227
I: So how would you describe a typical day in your home country before the war … you
228
would get up, when would you … when you got up and eat breakfast and what would you do
229
then?
230
A: Yeah yeah … I would get up to the … at six O’clock, yeah … I take a cup of coffee and …
231
at in the 6 and a quarter must be, go to the … my job
232
I: Yeah
233
A: After one time, I arrive to my job, yeah … at seven and a quarter the workers comes, the
234
workers comes to the, this … moment … at seven and a half we start the production … and at
235
12 and a half we have rest to one O’clock
236
I: Okay yeah
237
A: At four o’clock we finished … four o’clock we finished, maybe we have overtime, yeah …
238
that’s … much happened, because we have many productions planes … yeah … overtime
239
from four O’clock to eight O’clock, yeah … at eight O’clock finished, we finish, yeah
240
I: Okay yeah
241
A: And go to our … our homes … I arrived at nine o’clock, yeah …
10
242
I: Yeah
243
My family … the children, wake up … whit my wife
244
I: It’s a very long day
245
A: Yeah … but that’s … I have interesting in my job … because I have a purpose in my life
246
… I am not angry from this work
247
I: So what about your typical day here at the asylum center. It’s very different now … a
248
normal day here at this center, you know … what is it like now?
249
A: I always always, I want to escape from the … the time in this center … or in this state …
250
or this country … I escape … in my mind
251
I: Mmh
252
A: To wonder a good life … my good life events … all to Facebook and … communicate with
253
my friends … I have many friends in the world, yeah … I have in Sweden from 17 years …
254
my friend in Sweden, yeah … and I have from five years in Scotland
255
I: Yeah
256
A: All of this engineer
257
I: Yeah
258
A: From my friend in the university … in Studia
259
I: Australia?
260
A: Yeah, Australia … and … there is many engineer in the Saudi Arabia … in Syria … some,
261
until now … I communicate with them, and what about
262
I: Yeah, how are you
263
A: Yeah, and my … there is many friend from … male or female … no problem … because
264
we have a free … not like Saudi Arabia, yeah
265
I: Yeah
11
266
I: Just to return to your day here. When do you get up here … is that nine O’clock, 10
267
O’clock, eight O’clock, when do you wake up here?
268
A: I wake up at … seven and a half, yeah
269
I: Mmh, then you make breakfast?
270
A: No breakfast, I have Syrian coffee
271
I: it’s strong I can imagine?
272
A: Yeah
273
I: So you get a cup of coffee and then what do you do normally?
274
A: Yeah, cup of coffee and … check the news about my country … if any, if Bashar Al Assad
275
go down
276
I: Yeah, you’re hoping
277
A: Yeah … that’s hopeless … if anything happened about the town, my family … because I
278
can obtain the news fastly … fastly than my wife
279
I: Faster?
280
A: Yeah, faster … because that, when I show that haven’t no … no bad news happened
281
around them, that’s … it give relax to me, yeah … if I have a short time, empty time to call
282
my wife in the morning, and … give a positive
283
I: News?
284
A: Feeling and … positive news about me or about their news
285
I: Yeah
286
A: That’s give … a good day to my life, my family … and give my day a good start
287
I: Yeah, of course
288
A: Yeah … and I’m ready to go to school … we have four times in the week to go to the
289
school … went to the school at eight and a half … and return to the house … and then take
290
breakfast with my friend or with my friend … and take breakfast, and my breakfast is Arabic
291
breakfast, very delicious … yeah, because in Denmark … not likes it … because Syria have a
12
292
… famous food … you haven’t any information about Syria … but many people from France,
293
from England have information, yeah … but Denmark is very far from, yeah
294
I: Yeah, it is.
295
A: Many people go to Syria and like their foods … their kind of foods, yeah
296
I: Yeah, I can imagine as well
297
A: Yeah yeah, you can go obtain this from Google … and we have a kind … good kinds of …
298
foods, yeah … our breakfast … cheese, yoghurt, olives, eggs, maybe … not special … and
299
sometimes we have hummus, you know hummus?
300
I: Mmh
301
I: And then you take a break, or what do you do in the afternoon?
302
A: Yeah, that’s, yeah … I rest or sove in dansk
303
I: Yeah, sove
304
A: Sleep one hour or two hours … and now in this time … this past week and this week … I
305
go to the fitness
306
I: Yeah okay
307
A: Yeah, fitness … and one or two hours in the day I go to the fitness
308
I: Yeah
309
A: I have two purpose from this activity … I want to talk dane … new friends from Denmark
310
... because I want to improve my language … dansk
311
I: Mmh
312
A: Yeah, that’s the conversation … if I haven’t any conversation … or I don’t talk with any
313
dansk people … I can’t … because the language, dansk … cannot … you can’t … teach, learn
314
it … write … you must be talk
315
I: Yeah, instead of just reading about it, you need to use it
316
A: Yeah … the difficulty in the talk, not in the write …
317
I: Yeah
13
318
A: Because that I … want to have new friends …
319
I: Yeah
320
A: Yeah, some … because that the people is … not much people in this town … in Y there’s
321
many people … Y
322
I: Very small, yeah
323
I: So is it difficult for you to communicate, to talk with people in Danish?
324
A: No no no
325
I: They understand you?
326
A: Yeah … if they … if I can’t understand their dansk, I talk with English
327
I: Yeah
328
A: Or with signal
329
I: Yeah … so you feel, communicating with people, talking with people, is actually not a
330
problem here in
331
A: Yeah, not a problem … I haven’t any problem … and people between 20 and 25 … there is
332
no difficulties, yeah … but small, it’s difficult … because I haven’t any ideas about … you
333
problem, my problem
334
I: Yeah
335
A: But … I have a good opinion from his age, from 25
336
I: That’s good
337
A: Yeah
338
I: So you … is the fitness center, is that the only activity you have outside of this center. Or do
339
you do anything else outside?
340
A: Yeah … I, maybe I go to the library
341
I: Is there a few books in Syria? What do you do in the library?
14
342
A: Not, we have Arabic … and dansk … I have this book from school … I want to improve
343
my language … the purpose … improve my language … to go to the library or go to the
344
fitness
345
I: Yeah
346
A: This difficulties … or this … difficult, you can start with the life … in this town, in this
347
country
348
I: Yeah
349
A: And go to the relaxed life … that’s my problem and the … must be giving a solution
350
I: Yeah
351
A: Because that I … I can’t wait, the government … because that I have … an idea or
352
negative thoughts … or negative believe to all government or … politic
353
I: Yeah, the politics … so, what about the relations you have with people now. You said in
354
Syria it was really important, you knew everybody in the town and … now it’s totally
355
different … you talk a lot with people around you here in the center?
356
A: Here?
357
I: Yeah
358
A: Yeah … I talk with many people and … the various … nations … various nations, many
359
nations … from Argentina … I have friend … I have friend, girl or boy … and I have from
360
Syria … yeah, friends … I know him in this center … and from Somalia …
361
I: Mmh
362
A: Yeah, I have friends from Somalia … and I have friends from Ukraine
363
I: Yeah … so talking with people is a big part of your day
364
A: Yeah … but until now we are beginning in this center … in the beginning …
365
I: Yeah
366
A: Yeah, and I like this, to talk with many people and give a good …
15
367
I: Yeah … so, here at the center … what do you do with your friends, if you have any
368
activities … do you do anything here?
369
A: Sometimes we go to the work, among the small town
370
I: Yeah, okay
371
A: And go to the mall
372
I: Yeah, okay
373
A: There is two malls in this town … not like in Y … they have a big town … and go to the
374
mall and go to the … there is a football play
375
I: Oh, yeah
376
A: Yeah yeah … and maybe … playing with this handball
377
I: Oh, yeah
378
A: Two team from … various teams … from Syria, Argentina, Somalia … no problem
379
I: Yeah, it’s just for fun
380
A: Yeah, and go to the … in Wednesday, Thursday, Friday, three days … maybe go with my
381
… some friends to the … cross … you know cross shopping?
382
I: Cross, shopping? Nåe, røde kors … the Red Cross Center
383
A: Yeah, røde cross
384
I: Yeah
385
A: To buy somethings we need, that’s very cheap … yeah, sometimes
386
I: So, when you say it’s very cheap … you get some money from the Danish government
387
while you are here and a little bit of money … does that cover your need, or do you feel it is
388
difficult to really buy anything? Do you feel it is enough for you to get by?
389
A: Yeah … the money, not enough to all the requires, but … maybe because I have not… not
390
have smoke
391
I: That’s good for you … it’s very expensive
16
392
A: Yeah … but sometimes I take the pipe
393
I: Waterpipe?
394
A: Yeah, waterpipe … that’s not same as smoke … smoke is very … because it’s easily to
395
I: Yeah
396
A: Yeah … because of that, the money is enough to me
397
I: Yeah
398
A: I have a … when I take the money … we book a plan, two weeks plan, yeah
399
I: Yeah
400
A: What we can eating … what we can, be anything … that’s good … that’s enough with the
401
money
402
I: So you try to plan every day, say … we make this and this, or I’m make this and this?
403
A: Yeah
404
I: It’s a good idea
405
A: Yeah … I can … take 10.000 kroner and lost it … and I can take 1000 and lost it … I can
406
… yeah, that’s personality
407
I: So what kind of activities are offered here at the center, right here in these facilities. What
408
can you do here?
409
A: What?
410
I: Just what kind of activities … you can cook food and talk with friends … is there other
411
things you can do here. Play billiard or anything … is there anything you can do here at the
412
center?
413
A: Not activities, activities no
414
I: No real activities here for you?
415
A: No no, this center haven’t any activities
416
I: No okay
17
417
A: But we make foods in this
418
I: Yeah
419
A: And maybe go with some foods to another friends
420
I: Yeah, you eat together
421
A: Not eat together … and give … and another time they … if you have a good food or a
422
famous good food … take it, yeah
423
I: Mmh, and give it to
424
A: Yeah, last week we take … sweet foods … foods, we make …
425
I: Ah okay
426
A: Yeah, we take it to the children … the children, the boy said to me ‘Hi’ … I said come and
427
give the dish with, this food … after two days or three days … he bring … a kind of food
428
from Pakistan
429
I: Yeah
430
A: Family … women with the children, this children, this woman … give their another food
431
to us, yeah
432
I: Yeah, nice … so have you done anything … or has there been any like initiatives to start
433
any activities here at the center?
434
A: Any ideas?
435
I: Yeah, perhaps … or have you thought about anything or tried to just start something up …
436
something about a hairdresser downstairs sometimes
437
A: Yeah … I don’t see any activities here at this center … but maybe … haven’t any … the
438
boss man or … the boss woman … and any opinion or any ideas about their future, yeah …
439
that’s because … the thoughts they think, that job … a few, a few look at your job or at … a
440
job mind, not human mind … maybe give a hardly method … hard method, or in Syria, a
441
rocky method … the person is not relaxed, he have … and in Y, he come to … the boss came
442
to my room and said … we can take
18
443
I: Strict maybe?
444
A: Yeah … because the … but in Y, all the apartment is modern, that’s very expensive
445
I: Yeah
446
A: No no … no problem … because, not kids
447
I: No no
448
A: But not, no
449
I: Could you imagine any activities that could be done here that could perhaps make your day
450
better … here at the center. Could there be started anything, that might make your day better?
451
A: Not, I haven’t any … real ideas … about this
452
I: For you it really just a waiting period here, so you can go on to the next
453
A: yeah
454
I: Yeah … so, we talk a bit about your future. What wishes and dreams do you have right
455
now? For the future
456
A: To the future I … I want to firstly … I want to meet my family
457
I: Yeah
458
A: Yeah, that’s the one purpose … because the situation not good … and after this I … I hope
459
to work and … my special engineer
460
I: Yeah
461
A: Yeah and … I wish to find real friends from dansk or from any country, no problem … in
462
this country
463
I: Yeah
464
A: And I haven’t any … any problem with the … religions
465
I: Yeah
466
A: No problem, because I have many friends is here they’re Christians … from various kinds,
467
because in Syria … not all Muslim … I haven’t any … bad thoughts or black thoughts about
468
this human, this people … I want to know more, yeah … about the people, Danmark
19
469
I: Yeah
470
A: That’s in the future
471
I: Yeah
472
A: And I want to … I have many ideas to … improvement or to use … friendly to nature
473
I: So, you have some wishes and dreams about your future. What do you feel about the
474
activities here now. Do they support or prevent you from realizing those dreams you fell …
475
what you do now … is that positive or negative in regard to your future dreams?
476
A: The activities, or which one?
477
I: yeah
478
A: Not … that’s support a little bit … not high, which I hope that … that’s a bit of that, no
479
I: Yeah, that’s why you say that language is so important for you to learn, because it’s part of
480
the way to the goal
481
A: Yeah … and in Y we are friend with our teacher … a teacher from Columbia … with the
482
husband from Denmark, yeah … we become friendly … come to our and take dinner … good
483
food from Syria and … my friend go to her house and take dinner … and we have a teacher
484
from Denmark is X and X … yeah, but now … because in the beginning you have a good
485
teacher, Y
486
I: Mmh … so, just to sum up. Your experience of the asylum process so far is not very
487
positive … do you feel it’s also because you feel you cannot influence what’s going on, it’s
488
like outside of your control? You are just waiting here while somebody else is making a
489
decision for you … you understand?
490
A: No no … you mean that I can’t go because I fear from the control or the problems?
491
I: No, it’s more like … you don’t know if the Danish government will … you can stay here or
492
you cannot stay here, I mean … how do you feel about that. It’s like, it’s not up to you in a
493
way to decide if you can stay in Denmark
494
A: Yeah, I … all people don’t like go, or not go
495
I: Yeah
20
496
A: That’s the mind of army, or politics
497
I: Yeah … so how does it make you feel when you hear somebody has gotten a note from the
498
government that says that they cannot stay here, and then have to go back to their home
499
country. How does that make you feel? When that happens sometimes
500
A: This pressure or with press or with force?
501
I: No no no, just … during the process of asylum, some people are told they cannot stay here,
502
even though they have applied for asylum, they cannot stay in Denmark. They have to go
503
back to their home country. You know?
504
A: Yeah … when the war stop … I go to my country
505
I: Yeah
506
A: I don’t … over respect dansk people or any people in the world … but my … my country
507
is very … have a good place in my heart
508
I: Yeah, I can hear
509
A: But the war, that’s the reason
510
I: Yeah, of course
511
A: But when the reasons … when the reasons stop … that’s the final … I go to my country …
512
I can go
513
I: Yeah
514
A: But … there is many difficulties
515
I: Yeah … just one last question, then talk quickly about the pictures … we are interested in
516
something called occupational deprivation … it’s a term that describes when people want to
517
participate or do activities, but cannot do it because of something outside of their control. You
518
understand?
519
A: About some people or?
520
I: Just … it’s in a way a situation some people here at the asylum center will experience,
521
because they want to do something, like you want to work, but you cannot because the
522
government says you have to first be recognized as a refugee, then you can start … it’s like
21
523
something outside … you cannot decide what you want to do in a way. How does that make
524
you feel?
525
A: That’s … how … this feeling … gives a negative … a negative opinion, not give a
526
negative ideas or black ideas, yeah … because the same reason I haven’t any trust with the
527
government
528
I: Yeah
529
A: All … with the queen … yeah yeah … that’s that’s … all opinion in Arabic world …
530
because, all of the government, lies lies lies … Syria rich country
531
I: Yeah
532
A: Syria, all Arabic world or country … our government … because that we have thoughts …
533
black thoughts about the governments, about the police, about the army … about all in the
534
government … yeah yeah
535
I: Yeah
536
A: And when I come to Denmark, the person who catch me … that’s a good man and … I
537
have respect with him
538
I: Yeah
539
A: But that’s give good ideas to me … or a good start to me and them … but after this there is
540
a police woman come to the school in Y and … police woman come to school … in Syria this
541
is not happened
542
I: No
543
A: yeah. In Syria all police are men … all police men enter the school, but the school have
544
respect? … the police man, woman from Y … go to the school and talk to the refugees in the
545
class
546
I: She come with some rules, or?
547
A: She is come to this class and … when I come to Denmark
548
I: yeah
22
549
A: yeah … because that … until now I haven’t any opinion about the dansk or Danmark
550
I: Yeah
551
A: Yeah … because that … until now … I want to … when the war stop in Syria, I want to go
552
I: Yeah
553
A: Yeah, to return, yeah … and useful to my country, my economic, my … yeah yeah …
554
because my … after this dirty war, our country need
555
I: They need people like you
556
A: Yeah … people like, people like me, like
557
I: High educated
558
A: Yeah yeah … that’s the message of you life, if you haven’t a message in your life, you will
559
be the not good, yeah
560
I: Yeah
561
A: The message of your life, yeah … must be … all that you are … not the free … to not give
562
a personal purpose … but you have a general purpose
563
I: Yeah … finally, you took a few pictures … there are few or just one you want to tell us a
564
little bit about?
565
A: This
566
I: This one? Okay
567
A: This one is
568
I: But why did you take some of the pictures? Is there one picture that means … something
569
special to you?
570
A: Special?
571
I: Yeah, some special meaning to you
572
A: But, only this
573
I: Like you took pictures of the computer … so, why did you take that picture?
23
574
A: I watch song on Facebook … I have very much music … Arabic music
575
I: Yeah
576
A: From my country, but … I can’t watch it … every time, yeah
577
I: Yeah
578
A: Because that I … watch it in the Facebook … Facebook go with yourself out … out, many
579
difficulties … or many problems and the life, all the day … because that I love this case
580
I: Yeah … what about the picture of the cake? What make you take a picture of the cake? That
581
is the … oh, that’s the one you talked about you baked to the children
582
A: Yeah … in Syria, when you, all family … when you make a good food or a famous food
583
… go to your neighbors
584
I: And give?
585
A: Yeah yeah … all peoples have a … that’s give a good … emotion
586
I: Yeah, giving is …
587
A: And give a … a high feeling … a human feeling
588
I: Yeah
589
A: Yeah yeah … that’s … if you give … any children … I hope if I can … if I can … I hope if
590
I can give all children in the world what he need … I can … I want
591
I: Yeah
592
A: Because that … the children live in … another life … not in the difficult as I … sadly …
593
he haven’t any … the children in his mind haven’t any … any ideas about … why he can’t …
594
he can’t obtain this thing … yeah, you know
595
I: Mmh
596
A: The children … in his mind haven’t any ideas about why he can’t watch it or take this
597
thing … haven’t any ideas about why
598
I: Yeah
24
599
A: Haven’t any idea because the war or because the … if he want to eat this foods … if you
600
can give this food, must be giving
601
I: Yeah
602
A: Yeah, because the children live an … another life, not an … like
603
I: Yeah, we understand
604
A: Yeah … our prophet Muhammed have sayings, you know sayings
605
I: Yeah
606
A: Says, not Coran, short speak … he said from 1000 years, from 1000 and 400 years … he
607
said … let the children … live as they like … because they belong to another age, not to your
608
age … do you know that?
609
I: Yeah
610
A: Let’s the children make anything in their life, because they … they bond, they bond …
611
they come to the world with their … to another age, not your age, yeah
612
I: Mmh
613
A: Because that … they speak to me … because that, you must … must take good careful
614
with the communication of their … communicate with the children … because … they have
615
live in another life, not in your life
616
I: Yeah, of course
617
A: Yeah
618
I: Do you have any questions for us?
619
A: I haven’t any questions until now … I hope we become friends, if you want?
620
I: Yeah, of course! But thank you very much, it’s been a great help for us, that you, yeah …
621
you invited us into your home here and talked about your life. It means a lot to us.
622
A: You welcome
623
I: We will treat everything you told us with great respect
624
A: Okay
25
625
I: Thank you very much
626
A: Welcome
26
Bilag 7
Transskribering af interview med Bashir.
Interviewer (I).
Informant (B).
1
I: Just because we are taping it, your name and age?
2
B: My name?
3
I: Yeah
4
B: B
5
I: And your age?
6
B: 26 years old
7
I: Okay 26 years old
8
B: Yeah
9
I: And where are you from?
10
B: I am from Somalia
11
I: And why did you come to Denmark, instead of like other countries, Sweden, Germany.
12
Why did you end here in Denmark?
13
B: I love to live here in Denmark
14
I: Yeah
15
B: Because in Somalia we have more than 25 years, there is a lot of different world so, and I
16
used to work as a journalist in Somalia
17
I: Yeah we read that
18
B: So as a journalist we have a big problem, I think that you know about it
19
I: Yeah
20
B: So that is the problem I came here, to set my life and have a good education here
1
21
I: Yeah okay
22
I: So did you come by yourself or did you come along with other people, that you knew in
23
Somalia?
24
B: I come by myself
25
I: Okay, was it a difficult journey to?
26
B: Yeah, it was a difficult journey, I passed a lot of countries then I came here
27
I: So you came here by yourself, how does that effect your life here, is it difficult, do you feel
28
alone?
29
I: Yeah sometimes, I feel alone because in here we don’t have nothing to do, we go to school
30
then come back here sit all day and thinking thinking, you got a lot of stress. If you don’t have
31
something to do, you know, you think too much. But sometimes I have a lot of friends, we sit
32
together and try to make a good life
33
I: Then it is okay. Because you had a really busy life in Somalia compared to know
34
B: Yeah I woke up six O clock and nine O clock at night I come back home. I was to much
35
busy. And here all day I sit at home, nothing to do
36
I: And it seems like you had a pretty dangerous work you did in Somalia
37
B: Yeah, it was really dangerous
38
I: Was that a coincident that you like…. Worked in dangerous places or was it because you
39
really wanted to?
40
B: You know if you are a journalist as a reporter, you have to go anywhere to make news.
41
That is why we go anywhere dangerous in the world
42
I: You have to get the news
43
I: Was that always a dream for you to become a journalist?
44
B: Yeah, it is my dream, I would love to work as a journalist here in Denmark. If I got
45
opportunity I am not going to miss it
46
I: So you wrote that you worked as a journalist and that you really love music?
2
47
B: Yeah, I like listening to music
48
I: Do you play any instruments also?
49
B: No, I try to learn
50
I: So have you tried to perhaps pursued that interest in the asylum center, learn to play
51
anything?
52
B: Yeah, one of my friends have the guitar and sometimes I try to. He tried to teach me, but
53
now he went back to Titanien, he played good music. But I could not learn, it is difficult to
54
learn you know
55
I: Yeah, you have to be very good with your fingers
56
I: So…. You mentioned in what you wrote that it was like a passion to you, the journalism
57
work you did in Somalia, so you really feel like it’s close to your heart?
58
B: Yeah it’s close to my heart.
59
I: But what is it about the journalism that… You love so much?
60
B: You know, to make news to know everything about other people life’s, the problem in their
61
life, they have you know, you can understand all the feelings of the people, when you make
62
the news. That is why I like journalism
63
I: So it is actually the people… the human side of the journalism that you are interested in and
64
just getting to know other people and why they do things, that they do
65
B: Yeah
66
I: I can relate to that, so it is not because of money or
67
B: No no no
68
I: So do you… Are any of your family journalists or is it just you?
69
B: No, only me. I have one brother, but he is not a journalist. I am the only journalist in my
70
family
71
I: Okay, is your brother here in Denmark?
3
72
B: No. he is in Somalia. I am only here alone
73
I: Are you in contact with them?
74
B: Yeah
75
I: On the Internet or?
76
B: Yeah on the Internet and sometimes we talk on the phone.
77
I: Okay. So in Somalia, did you do anything special with your family and friends when you
78
where together?
79
B: Yeah, we do sometime, when we have holiday, you know, surprise parties
80
I: And play music and
81
B: Yeah
82
I: So... You don’t have any other hobby outside listening to music and enjoying music?
83
B: No I only like listen to music
84
I: Yeah. It is relaxing and
85
B: Yeah it is relaxing and when you have lot of tension you listen to music you feel free, you
86
know
87
I: So you use this here in the center sometimes?
88
B: Yeah I listen only
89
I: So you feel it helps you to come down
90
B: Yeah, I only use it alone and sometimes we don’t have nobody to talk, just to talk to friends
91
on social network, sometimes if you don’t have any friends to talk, there is no one online, so
92
you listen to music and sit here
93
I: Yeah, it can become very lonely
94
B: Yeah very very, if you don’t have a family here and you know good friends. You can
95
understand how the life is
4
96
I: Yeah of course. It becomes very quiet, because not many people to talk with
97
B: We live here two persons, sometimes you go to his friends, he have a lot of friends in Y. I
98
have here 10 months; here have been here three years, so he have a lot of friends. Sometimes
99
he go Y, Y, Y. I am the only one who here all day
100
I: Okay. So a typical day in Somalia for you, like you said, you get up really early and you go
101
to bed really late, what about in the weekends, when you are not working?
102
B: Yes, weekend only Friday
103
I: Only Fridays for you
104
B: Yes, so in the Friday, you know we go to the mosque and pray, every Friday and other
105
times with my family, my mother, brother and I have a wife. So in the night we go all for
106
dinner, then come back home
107
I: So every Friday here, is there like something in your heart that makes you think about the
108
Fridays in Somalia with your family?
109
B: Yeah, yeah. We used to go out with my family, but know I am here alone and I can’t go
110
out.
111
I: So … What about practicing Islam here, it must be difficult in the center?
112
B: Yeah. We don’t have a mosque here en Y. So sometimes on Friday you go Y
113
I: Okay, you go to Y, there is a place there you can go?
114
B: Yeah
115
I: Okay, do you do that every Friday?
116
B: Yeah, every Friday
117
I: Every Friday yeah. But do you still feel that you need something?
118
B: Yeah, if you don’t have near you house and you travel, there is sometimes you don’t have
119
the ticket, so you have to stay at home, sometimes we in group do Islam here and we is in the
120
room in the basement, so we pray there. And sometimes we go to Y to pray
5
121
I: So…. Well we had a question, what meaning does the activities you did in your country
122
mean to you, but actually you already answered that, because journalism is your passion,
123
music is your passion, you are a very passionate person
124
B: Yeah
125
I: So… We will like to ask you about a typically day here in the asylum center? What is it
126
like? You get up at about nine? You wrote about nine O clock or?
127
B: No, I wake up, you know, I go to school four days a week
128
I: Oh yeah
129
B: So we been at school nine O’clock, to walk 15 minutes, so I wake up eight O’clock and
130
8:45 I go to school. Then come back 11.15, so 11. 15 I have nothing to do, I just sit here.
131
Sometimes me and my friends make food and eat together, and all night we talk, then 10
132
O’clock we go to sleep, so we wake up in the morning to go to school
133
I: Life is very very different from the past
134
B: Yeah, it is very different
135
I: How does it make you feel?
136
B: I feel alone
137
I: So you mention that you sometimes go out of the city or that you go to Y and Y a few times
138
and at least you go to Y to pray. Do you do anything else outside this asylum center, like sport
139
or anything?
140
B: Yeah, we play football and sometimes we play Volleyball here outside
141
I: Okay that is fun
142
B: Yeah, to have fun, you know
143
I: Yeah, but is it difficult to find something to do normally?
144
B: Yeah we have nothing to do here
145
I: No?
6
146
B: If you don’t have a job or something else and all day you are at home, you know, some
147
friends have their family, mother, sisters, brothers and some they are alone and some have
148
their wife’s and children.
149
I: Yeah. So we have a question about language, because you come to a country where most
150
people speak Danish, is that a big problem for you, the language part, the language barrier,
151
because it is sometimes difficult to communicate, talk with other Danish people?
152
B: Yeah it is, but know I am trying to learn the Danish language, because when I started in
153
school, the pronunciation, it is very difficult, but now I understand a little dansk
154
I: Oh okay, have you tried to speak with Danish people in the city, how was that going?
155
B: It is good, but if you don’t know that much dansk, you feel a little shy, you know
156
I: Yeah of course, I can imagine
157
B: Yeah
158
I: What do you think about the Danish people?
159
B: Yeah, they are good people
160
I: They are good people
161
B: Yeah they are always have a smile on their face
162
I: But I can imagine that Danish people are quite different from Somalia people? Just
163
sometimes you say people are reflecting of the climate, when it is cold outside Danish people
164
sometimes can be a little bit closed and difficult to talk to, I can imagine compared to perhaps
165
Somalia people?
166
B: Yeah, the Somalia people you know, they can, they don’t go one person outside, if we go
167
outside we go together, five person, six persons. So here you can see one person go here,
168
sometimes if you go alone here, you see no body here, when you walk five minutes, 10
169
minutes, you see one person walking here
170
I: It is different. So do you feel it is a great obstacle the language or do you feel that you
171
already improving a lot?
172
B: Yeah. No, improving a lot
7
173
I: So you English is good, that helps a lot here en Denmark
174
B: I don’t know that much English
175
I: I think it is good, you are doing very well
176
B: Just little good
177
I: So relations in the past in Somalia, you knew a lot of people? Like?
178
B: My friends or what?
179
I: Yeah, just friends, workmates, did you know a lot of people in Somalia, was that a part of
180
your job as a journalist?
181
B: Yeah, I know a lot of people, we contacted them on Facebook
182
I: So what about your relations now, are they most on Facebook?
183
B: Yeah, sometimes they are on Facebook and sometimes we call them and talk together on
184
skype so
185
I: What about other people in the center, you don’t, do you talk to any of them?
186
B: My friends?
187
I: Yeah. So you have a lot of friends in the center too?
188
B: Yeah I have a little, five or six friends
189
I: Okay that is good. So have they all been here a long time or did they just come?
190
B: Yeah…. Two, one the one who live with me, he is from Somalia, he lived here in three
191
years. I: Yeah, that is a long time
192
B: And one I think you meet him before he is my good friend, I think he lived here four years
193
I: Yeah, it is a long long time
194
B: He also speaks dansk good
195
I: Yeah yeah. So when you are here with friends, you mostly play sports and talk?
8
196
B: Yeah, we play sport and talk and Saturday, Sunday night we make food together also we
197
like eat together
198
I: So is it a special kind of food you make, from Somalia or?
199
B: Sometimes we make food from Somalia, Syria, and Pakistan different countries
200
I: So you get a bit of financial support from the Danish government, some money from the
201
Danish government every two weeks? I think
202
B: Yeah
203
I: Is that enough to cover your needs just the things you need to buy, or do you feel it is
204
difficult?
205
B: It is different, the money we take, when the case is open, you can take 1200, they say it is
206
face two, but when you got two negative the immigrations rejects your case
207
I: Okay
208
B: So sometimes it is enough and sometimes it is not enough
209
I: Yeah okay. I can imagine. So what do you mostly spend money on? Is it mostly food?
210
B: Yeah sometimes we buy close and the food we eat. And the credit card when we have on
211
the phone to call ours family in Somalia.
212
I: Do you have enough money to like travel to other parts of the country like if you want to go
213
to Y a couple of time in the week?
214
B: No
215
I: Not enough money?
216
B: We don’t go, if we wan’t, we wan’t to make sure we go here, we have two shops here and
217
we make shop in here. Sometime Friday, we go in Y. That is the only where we travel.
218
I: Okay, otherwise you have to have a bicycle, but it is a long way.
219
I: So what kind of activities are offered here in the asylum center for you to do, do you feel
220
like there is anything offered or is it?
9
221
B: Yeah they give us jobcenter, today I have jobcenter, but I tell them I have interview and I
222
can’t come to jobcenter
223
I: Okay
224
B: And it is not the jobcenter, the place you live is good to clean. Yeah, so we clean the
225
houses and outside
226
I: Yeah. How do you feel about that?
227
B: Yeah, it is a good, you know it is good to have a clean place to live, so it must be clean
228
I: But still it is quite different from being a journalist? This is the only kind of work you do
229
B: Yeah
230
I: Do you feel like missing any activities here?
231
B: Yeah. You know what I do before. I miss a lot.
232
I: So it is not like, a PlayStation or?
233
B: No… I don’t have a chance to play PlayStation.
234
I: So it is the job you are missing?
235
B: Yeah
236
I: Could you actually imagine interviewing other people here in the center and perhaps
237
writing a story about their life’s maybe and I don’t know, publishing them?
238
B: Yeah, sometimes I try to make interview and make history but it is not possible, we don’t
239
have the permission to do that
240
I: Oh okay yeah. Because it could have been a good way to use your skills
241
B: Yeah
242
I: So the things you can do here, how do you feel about it, is it too little or…. Because is it
243
boring to be here
244
B: Yeah you know, you wake up morning, you go to school only two hours and you come
245
back. But the other hours you are at home, just eat food, sit here
10
246
I: Yeah, so it is really to little… So if you can imagine… Are there any activities that you
247
think, that could be really good to have here?
248
B: Yeah, if I can work as a journalist or something else to keep yourself busy, I would like.
249
But I don’t have the chance
250
I: In the Danish media right now there is a lot of talk about, the people who come to Denmark,
251
should already have some kind of work after they been here two months, but how do you feel
252
about it, if perhaps you would be put in a place where you have to repair bicycle or something
253
completely different from what you are educated in doing? How would you feel about that?
254
B: No, if you know how to fix a bicycle I would do it, but if you don’t, you can’t do this. If
255
they give us another kind of job, like shooting pictures, filming I can do it.
256
I: Okay, so that would be okay with you, you would feel that would be a good thing?
257
B: Yeah a good thing
258
I: Just a few questions more about your future, what wishes and dreams do you have for the
259
future? I know that you have written about it, but if you just can retell it?
260
B: You know I always like to work as a journalist you know, any kind of TV or radio station,
261
so I like to be a big journalist. And to have a good name I like to be a journalist in my future
262
I: Yeah of course, I can imagine that. So do you know if there is any chance of taking the
263
education you have en Somalia and get I like upgraded or yeah, just in some way so official
264
so you could use it here in Denmark as well?
265
B: You know, we have a lot of Somalia TV and you know the TV I worked for before and
266
they don’t have any reporter here and they told me to send report here, but I tell them that I
267
don’t have the permission to do this here, I live in a asyl center. My case got rejected I got
268
two negatives, so I can’t do it here. But if I got a positive, I can do it.
269
I: Yeah, that would have been good, that could be a perfect solution for you then
270
B: Yeah
271
I: So what you do right now, how does the present activates here at the asylum center, do you
272
feel that they support or prevent you from realizing your dreams?
11
273
B: No, I did not talk about my dreams to them, when we need the help, we go ask them, but
274
they can’t help us more.
275
I: So, it is really not helping you in any ways right now? To realizing your dreams to become
276
a journalist in Denmark?
277
B: Yeah
278
I: So what is your experience of this whole process of seeking asylum here in Denmark? Is it
279
frustrating, is it slow, can you put a few words?
280
B: No my, I told you, my case is rejected here, so they told me to leave the country in 15 days
281
and I am still here you know. You know, I go to another country, they will send me back here
282
I: So is it , do you feel it is frustrating to like, you can not influence the process in any way,
283
you are just kind of waiting and seeing what is going to happen?
284
B: Yeah, I just waiting my luck that is why I am still here.
285
I: …. How do you feel about being placed on this center, it is like you had no influence on
286
being placed right here? You could have been in another center, perhaps closer to a larger
287
town or city? Do you feel like it is frustrating to, when you came to Denmark, you where just
288
placed here?
289
B: I have a lot of friends who come here before me and they told me how to life here, they
290
told me before you go, to Sandholm, and I don’t have a lot of friends, if you have more
291
friends you can just, I want to live en this place, so I make friends here and I am happy to live
292
here.
293
I: That is good, but where you live in Somalia, was that a big city or small town?
294
B: Yeah, big city
295
I: So it is very very different from here? Y is really really small
296
B: Yeah. It is small and they don’t have a lot of population, when you go out it is quite
297
I: We were driving here, and we said wow it is really outside en the country, so far away
298
from, it just feel that way
299
B: Yeah, sometimes when I go out, there is nobody here, I am alone
12
300
I: We have asked you a lot of questions… The project we are making, we are bachelor
301
students in Occupational therapy, and what we are interested in looking into something called
302
Occupational deprivation, and that is a situation where you have something you want to do,
303
like you want to work as a journalist but something outside your control is actually stopping
304
you from doing it, you can say, that is the Danish government or that it is because you are
305
being in this asylum system. Is this something you can relate to? That kind of frustration of
306
not having any control over your own situation, you own destiny?
307
B: You know, sometimes you can’t get what you need, if you don’t have any resident or
308
agreement to stay here, you can’t wish more dreams, so you don’t know about your future.
309
You live as a refugee, so
310
I: So you try to accept that?
311
B: Yeah
312
I: That is… I feel sorry for you
313
B: No problem
314
I: No, you feel like a really good guy so, when you meet people here you just feel, it is so
315
frustrating, why it takes so long and you get rejections and because
316
B: Yeah some people they come here only one month and they go, and I just stay here 10
317
months and some of my friends they live here three years four years. So it is difficult for us
318
I: I can imagine. You toke some very good pictures, with your camera, and we brought them
319
today, and let’s take a look at them. They are very good, and it was a beautiful day. We will
320
put them, so everybody can see them. It is a lot of pictures. We just want to, ask you about, if
321
there is any particular pictures, you want to talk about, is there a special reason perhaps why
322
you took does pictures? We can start with these. Can you see them?
323
B: Yeah.
324
I: Do you have any pictures you think that…. Otherwise you took a picture of the kitchen?
325
B: This is the place we cook and this is the place we sleep, I used to sleep here, but now I
326
sleep down. You know, the bed is to old, when you sleep up, they make that sound you know,
327
cak cak cak
13
328
I: Oh yeah
329
B: That is why is you can’t sleep there. On this place, it is on the post we check the post,
330
when we have post or
331
I: Yes picture number two
332
B: Yeah, they put here
333
I: What is what you say?
334
B: Yeah, if you have post or
335
I: Oh yeah okay
336
B: You want to go to clinic or. The time you go clinic or. The post you have
337
I: So this is where you can see activities or?
338
B: Yeah
339
I: So there is not so many pictures of the inside, but this is another one, what did make you
340
take this picture? Picture number three here
341
B: Yeah, this is the office
342
I: This is the office area? So you spend a lot of time walking through here?
343
B: We sit here and drink coffee and take laptop down. And watch movies there.
344
I: Oh okay. That is nice. And then you have a picture of the tree, picture number five, okay it
345
is wrong, it is completely wrong. This is picture 23 of the tree, what make you take pictures of
346
the trees? We messed up the pictures, we even wrote numbers on the back.
347
B: It is here, the place we been before.
348
I: Do you ever play minigolf?
349
B: Here?
350
I: What is it called, mini…. Miniature golf?
351
B: No no we don’t. We only use this volleyball and sometimes we play fodbold over there.
14
352
I: Okay. This pictures of the trees, is that also the picture of the trees outside here
353
B: Yeah, my friend did make this
354
I: We talked about that it is actually really beautiful picture, just of the tree. Naked trees
355
B: You know, I love to take a lot of pictures
356
I: Yeah, your pictures are really good. They are very clear…. You have a picture of the bus
357
stop, this? It is number four
358
B: It is where the bus stop, the bus stop here when we go Y and sometimes we have private
359
bus, when people who need to go clinic en Y
360
I: Yeah okay, then they go with the bus. We have number 22, and it is a complete mess… It
361
is with your friend
362
B: Yeah, he is sleeping
363
I: Det kan være at vi skal ligge nogle af de andre billeder op, så kan vi spørge om nogle af
364
dem How did you feel about taking pictures, was that okay?
365
B: Yeah I like making pictures
366
I: We thought it could be a good way to reflect on things, before we interview you. A lot of
367
pictures from outside here
368
B: Yeah, I make them, because the place we live
369
I: Do you like to be outside?
370
B: Yeah I like, sometimes I make my mobile pictures
371
I: How about the weather? Is that a big problem?
372
B: No no, when it is to much cold, we don’t have much cold in Somalia. Only summer, it is a
373
hot place. You see, our skin is black
374
I: So do you miss Somalia a lot? If you could, would you go back?
375
B: When I remember my family I miss a lot, but then you remember the fighting and
376
problems in Somalia, you feel it is better to stay here
15
377
I: Yeah. Do you feel trapped in between Denmark and your home country? It is like you are
378
trapped in between these two countries
379
B: Yeah if you don’t , if your case is rejected you don’t have permission to stay here and the
380
government told you, you have to leave the country, you have 15 days, you feel ,you come
381
here, you leave your family to have a better life, and you can’t find noting on stay here. So
382
you think too much and a lot of tension and stress
383
I: Yeah, is there any particular picture you would like to talk about? This one outside, two of
384
your friends?
385
B: This one is X, you know, it is not allowed to smoke inside, so they smoke here
386
I: Do you smoke?
387
B: Me I used to smoke before, but I quit smoking
388
I: That is good. There is a lot of strict police about smoking in public places in Denmark, you
389
can’t smoke inside of public offices and places like that
390
B: Yeah, you know, the other people who come from another country, they smoke inside their
391
room, and inside the work places, so when you come in new country, new place, and you
392
don’t know how to live this, you try to smoke inside. If you smoke here, you have to pay 500
393
kr
394
I: Very strict
395
B: We go outside to smoke.
396
I: Yeah, you kind of learn that really quickly.
397
B: I hope it is good, the picture I made.
398
I: Oh yeah, it is very good pictures, and beautiful. Could you imagine living in a different
399
camp, from this one, perhaps closer to like more activities like in Y or Y?
400
B: Yeah, Y have a lot of population
401
I: So that could be nice?
402
B: Yeah
16
403
I: What would you do if you lived closer to, would you there be different activates you would
404
do, that you don’t do now?
405
B: You know, if you have a lot of friends, who tell you to make good activities, you have to
406
have friends to help you. But en Y or Y, Y I don’t have friends. So I have to stay here
407
I: Yeah of course, you are happy with this place?
408
B: Yeah. So I have some friends
409
I: That is good, I think that is all the questions, thank you. Do you have any questions for us?
410
B: No no
411
I: Thank you so much for your time, it has been amazing that you would help us, we are really
412
grateful because, you are opening you heart about your situation and can promise you that
413
everything you have said, will be treated with respect
414
B: You are welcome
415
I: It is, how to say it, in Danish television they are talking a lot about refugees and asylum
416
seekers, and for me personally, I feel it is frustrating, it is like a generally category the people
417
they are talking about, we get to know the real people behind the idea of what is a refugee and
418
what is a asylum seeker. Just like you have a really personal story and your situation is really
419
difficult
420
B: Yeah, it is really difficult, no only they give the positive Syrian people, the people who
421
come from Syria, there is some Somalia people who got the positive.
422
I: It is frustrating because we are not the government, and sometimes I wish we could be
423
because then you could contribute. It is frustrating both for us and you.
17
Bilag 8
Transskribering af interview med Calel.
Interviewer (I).
Informant (C).
1
I: Just for the record here. Your name and age?
2
C: C
3
I: Yeah, and how old are you?
4
C: I’m … 29
5
I: Okay yeah 29. And originally where are you from?
6
C: I’m from Kurdish Iran.
7
I: Kurdish Iran okay. For how long time did you been in Denmark?
8
C: Maybe for three years now
9
I: three years? That’s a long time?
10
C: Yeah
11
I: … So why did you come to Denmark? Instead of Sweden or Norway?
12
C: My country have problems because you now Kurdish don’t have a country. Yeah?
13
I: Yeah
14
C: I’m coming outside ... just Denmark no. In the Europe
15
I: Yeah
16
C: I’m coming to Europe
17
I: So is that a bite of coincides you are here?
18
C: Yeah. But now … I have children here born in Denmark
19
I: Okay yeah
1
20
C: So they stay here
21
I: So did you come by yourself originally or did you have your wife with you? Family?
22
C: Yes, my family is in Y
23
I: Okay yeah. So what did it mean to you that you didn’t come here by yourself? At the start?
24
Did it mean you have somebody to talk to or? Was that good thing or a bad thing that you
25
didn’t come by yourself to Denmark?
26
C: No good thing
27
I: It was a good thing?
28
C: Yeah
29
I: So what did you do in your home country?
30
C: In my country?
31
I: Yeah. In the past? Where you a student or did you have work?
32
C: I’m Kurisk, and Kurdisk have problem, dont have any ID.
33
I: Yeah
34
C: I have a problem because I can’t go to the school. Because I don’t have ID.
35
I: Okay so you have
36
C: Just I have one ID in the Denmark
37
I: Yeah
38
C. Before I don’t have id
39
I: So did you do … Could you work or could you do that
40
C: No for me no
41
I: Nothing?
2
42
C: No. Because I don’t have I id, and you go to school with id and don’t have id
43
I: Okay. So what did you do?
44
C: Just work
45
I: What kind of work?
46
C: Before I was in a petrol
47
I: Okay
48
C: Petrol and photograph … and fitness gym
49
I: Okay yeah. And what about spare time?
50
C: Spare?
51
I: Yeah just when you’re not working, what did you do? Do you have any interest playing
52
music or sport?
53
C: No I read books
54
I: Okay you read books
55
C. Yes
56
I: Yeah
57
C: Book about religion for the Islam and Christianity and Jews
58
I: Okay
59
C: Because I like
60
I: Religious books?
61
C: Yeah.
62
I: Yeah … and what did the work mean to you? When you work? Was that because you
63
wanted money or because it gives
3
64
C: Yes money. If you have money you can pay every work
65
I: Yeah yeah yeah … so what about relations in the past? Did you have a lot of friends and
66
people you know in Kurdistan?
67
C: In Kurdistan I have friends. But know no. because i’m three years outside
68
I: Yeah. But it was important for you in Kurdistan, to know a lot of people? If you want
69
something you always know somebody or?
70
C: Yeah before Kurdistan broke and fall, but know Kurdistan broke and eaten. Broken
71
I: Okay
72
C: Not come back
73
I: Big mess. So when you are with family and friends in Kurdistan, what will you normally
74
do? Watch TV or? Eat together? What would you do?
75
C: Now I don’t have a contact
76
I: No in past. Before
77
C: Before?
78
I: Yeah. Would you go out in see the nature and
79
C: Before I have a shop in the Kurdistan, go outside, and don’t have a problem with the
80
people and friend
81
I: Yeah
82
C: But know I don’t have contact
83
I: No. A typical day for you in Kurdistan? In the past. What would that be? You would wake
84
up you will get up at what time? eight, three?
85
C: Yeah. eight. Everyday
86
I: And then what. Eat breakfast?
4
87
C: Now here we have the weekend and two days, but here no seven days’ work
88
I: Yeah. So just to get back to Kurdistan, just to get an idea of what you did in the past, before
89
you come here. You would get up and eat breakfast and what do you after what?
90
C: Sometime eats breakfast, sometimes not
91
I: Okay
92
C. In the wok you can
93
I: Oh you can eat there. So how long did you work? All day?
94
C: Maybe 10 hours or 12 hours
95
I: Long time
96
C: Yeah
97
I: So you get home and then what did you do after work?
98
C: After work, then you come back you have some friend you go, and your family
99
I: Yeah
100
C: With the family go outside
101
I: And you eat or what did you do outside?
102
C: Yeah sometime you go to the restaurant or some place. All your family, yeah
103
I: Yeah. So … a typical or normal day here at the asylums center, what is that like? What time
104
do you get up now here?
105
C: Here … I don’t sleep. Here every time I have a sitrus, because I man been three years here.
106
I: Yeah
107
C: I don’t … maybe sometime. But know I have friends here, sometime police is coming put
108
to the … what do you say in English?
109
I: Handcuff?
5
110
C: Yeah. After deport for the country. Because you not understand here
111
I: Yeah
112
C: Every time I ready for this
113
I: So… but just to get an idea of your day here. So ... what happens here?
114
C: Here i’m go to the office and sometimes my English, a little understand English, but for the
115
Kurdish I understand several languages Kurdish. So Pakistan and Arabic. I’m going to office
116
and help
117
I: Yeah okay
118
C: Before I have a job in Y. Sometimes service
119
I: Okay service … So know do you do anything outside the center? Play sports. Go to the
120
fitness center?
121
C. No no
122
I: No?
123
C: Just i’m going to the Kirk
124
I: The kirk?
125
C: Yes the Kirken
126
I: Oh okay yes Kirken. Aarh den Arabize kirke. So what does it mean to you to go there? Is it
127
a place of peace and quiet?
128
C: No i’m a student here, about Christianity
129
I: Yeah okay. So you mention language?
130
C: Is it a big problem for you to … because of Danish and English
131
C: Yeah English a little bit good, but Danish is difficult. If i’m not going to the school i’m not
132
going to understand
6
133
I: Yeah. So is it a big problem to talk with the Danish people outside the center, like the
134
Danish people?
135
C: Yeah yes I can
136
I: You can talk with them?
137
C: Yeah I can
138
I: You are just talking English then?
139
C. Yeah lidt English I can yeah
140
I: So ... what … do you have many friends here in the center?
141
C: In Denmark yes. In Jylland and Sjælland yes I have friends in Denmark
142
I: So it is very important for you to have many friends?
143
C: Yeah good. I have friends Danish people, before I’m in the Y I have friend, I work here to
144
the free curses. Free documentary. To the X
145
I: Okay yeah. Do you get a little bit of money from the Danish government? Just every two
146
weeks?
147
C: Yes every two weeks
148
I: Is that enough for you to get what you need or do you feel it is to little?
149
C: When you don’t drink or don’t smoke, yeah it is good
150
I: But it is not really a lot of money?
151
C: No no no, but it is good. Maybe some countries you don’t give
152
I: Like Greece? They don’t get any money for example
153
C: And Italy and some in Europe
154
I: Have you been to other countries? Before?
7
155
C: No. but I understand yeah. Because I have been here for three years and when new people
156
coming i’m listening to the people
157
I: And you know their stories?
158
C: Yeah
159
I: So what about ... do you go to other palaces like Y, Y or Y. Do you go with bus sometimes?
160
C: Yeah… Sometimes the bus and sometimes the train. Sometimes my friend have a car
161
I: Oh perfect. So you have money to go to other places if you want to?
162
C: Yes
163
I: Okay. So … what kind of activities can you do here at the center? What kind of things can
164
you do here? Is there any offered?
165
C: No nothing because I don’t have a positive on here, I have positive I can’t make something
166
here.
167
I: Because you have no positive you cannot?
168
C: When you have positive, you can make everything. Because now, I to my country I have a
169
lot of money but I don’t coming here because I know have a problem. I don’t have a positive,
170
I come back make work or something or no … in the Kurdish I can give back this money. But
171
now here no. It stopped everything
172
I: Yeah. So … have you done anything to try to find anything … what do you do here? How
173
do you past time here? What can ... do you talk with people or watch TV?
174
C: Watch TV yeah. Watch TV and reading, and going to my family cause my wife in the Y,
175
and my children. I have three children
176
I: Yeah. Do you go often to Y?
177
C: Yeah
178
I: Just a bit about your future? What wishes and dreams do you have for the future?
8
179
C: What sorry?
180
I: Wishes or dreams do you have about the future? Anything you would like … if you think
181
about the perfect future, what is it like? … do you understand?
182
C: No sorry
183
I: What would you like to do?
184
C: I’m?
185
I: Yeah just if you could like think about the perfect thing to do, what would it be?
186
C: No nothing, because i’m in the Denmark and it is stopping everything. Because you know
187
i’m 10 time going to the interview
188
I: Yeah
189
C: this … stopping everything
190
I: So you don’t think about anything you just want to go throw that first?
191
C: Yes
192
I: Yeah. I can imagine.
193
C: Now a new interview … so 11 times i’m going to the Y. And I don’t know want they want.
194
I: How does that make you feel? You have been to some many interviews? How does that
195
feel?
196
C: Sorry?
197
I: How do you feel like going to so many interviews?
198
C: I don’t like, but sometimes when you come and interview … but this is problem because I
199
don’t have any id. In my country this problem. Sometimes they say: Who are you? And they
200
don’t understand me.
201
I: Yeah
9
202
C: Yeah because I don’t have any id. It’s a problem
203
I: Yes
204
C: Now my children are born here in Denmark, like me they don’t have any id
205
I: Yeah. So … does that make you very frustrated or very sad?
206
C: Yeah about stay here, just stopping everything
207
I: Yeah. Do you feel there is anything … if you could think about things to do here at the
208
center that would make your life a little more better, can you think about anything? There
209
perhaps would make your life better here at the center? Anything you could do?
210
C: I make everything?
211
I: Yeah just … right know you don’t do many things in the day, is there anything perhaps if
212
the center could organize something
213
C: For the people?
214
I: Yeah
215
C: For the people here, just have the same problem, everyone stay in their home. Like this.
216
But you don’t can … work … this very problem
217
I: So you would like to work?
218
C: Work yes, not like for any country you can’t work. Not Denmark, because they give you
219
some money to eat, every this two week. You cannot go to the outside to work. When new
220
people go to the outside to work, this is very very good because … not can every time you
221
think this is positive. When i’m going to the outside, I have a work, I don’t every time think
222
about this
223
I: Yeah
224
C: Yeah
225
I: You focus on that you do instead of being alone and thinking
10
226
C: Yes now i’m three years stay here
227
I: It must be hard for you?
228
C: Yeah not for me. Because I have a friend – three years and a friend 10 years stay. This is a
229
problem and bad because I have a friend going to Y , its problem every time you are home.
230
When you go outside tjekking or police coming and say: why are you working here
231
I: Yeah
232
C: This problem about people here
233
I: Yeah. So … what is your experience with this process of seeking asylum here in Denmark?
234
It is a very very long time for you?
235
C: Yeah
236
I: Is it frustrating or you just feel ... just waiting? Hoping for it to be result? … do you
237
understand what I mean?
238
C: No not really, sorry
239
I: … what is your … how do you feel about all this waiting, waiting, waiting? You don’t know
240
if you gonna be in Denmark or you have to back to Kurdistan? How does that make you feel?
241
C: Sometime I speak about my office here. I want to come back to my country but they said
242
wait. Give me positive and they say wait
243
I: Yeah. So you want to go back to your country or do you wanna stay in Denmark?
244
C: I want to stay because I have børn, children here. Because now if you come back in my
245
country they will say who is this children. So this is problem
246
I: Yeah. So … what did you feel about coming here to this place in Y?
247
C: Before in the Y, but asyl in Y moved me here
248
I: How does that feel? You have no influence
249
C: No. This asyl just moved me here
11
250
I: Does that make you feel a little angry or frustrated?
251
C: No no no not angry
252
I: It’s ok?
253
C: Because yeah, because this asyl, when you say you moved to another asyl this is no
254
problem
255
I: Okay
256
C: Yeah. They have a system of it
257
I: Yeah. So you just accept that
258
C: Yeah. Just the finally thing. We are writing a project as bachelor students and we tried to
259
look into what happens with people who are in a situation where they want to do something
260
like you want to work, but you cannot because something outside of your control, which is the
261
government here, they say: you cannot work. How does what make you feel? Like somebody
262
saying you cannot do things that you really want to do here in Denmark
263
C: I’m not going to say anything about the system, I like the system
264
I: Okay
265
C: But I don’t have any id and I think this is a problem. I don’t like this but you cannot do, I
266
just wait
267
I: Yeah
268
C: I have many many friends whey say come here and work, police don’t understand and
269
don’t like
270
I: Yeah
271
C: Because I have children I have wife, this is not good when you are going out of the system
272
I: Yeah
12
273
C: Now i’m working here, when i’m done going to this school, coming this police saying
274
you’re done coming to school and you don’t coming in this school. Like for the ... about
275
money
276
I: Yeah
277
C: This true. When you are done going to this school, money come down yeah. This normal
278
I: Yeah
279
C: Now like … police tell me, you don’t can’t going to the work outside. Because you in the
280
way. When i’m going outside this is a problem. I don’t listening to this
281
I: Yeah
282
C: Yeah
283
I: You have take a few pictures and just to end with that. Last time we did this we messed up
284
the pictures. Let’s see if we can do it the right way this time. This is number one … number
285
two yeah
286
C: It’s X.
287
I: A lot of pictures. Er det vendt rigtigt. Jeg kan ikke se om det vender på hovedet … den er
288
god nok
289
C: Today moving X
290
I: Is he moving today?
291
C: Yeah
292
I: Ah. … His a friends of yours?
293
C: Yeah, Syrian guy. Because I understand Arabic
294
I: How do you feel when people you now and friends are moving?
295
C: This is problem because I many many friends in the Denmark, coming for asyl
13
296
I: Yeah. There is a lot of pictures. Are there any particular pictures, any of these pictures you
297
want to tell us about? Why did you take them?
298
C: This is not my picture
299
I: This is not your pictures?
300
C: No. It is for the Amen. For this guy
301
I: Really?
302
C: Yes
303
I: Okay. That’s a mistake then. Så har vi fået de forkerte billeder eller hvad? Det skulle gerne
304
være dem. That is art … yeah. I don’t know what happens. None of them are yours?
305
C: No this
306
I: You didn’t take the pictures?
307
C: Not my camera. Because my camera … I just picture outside this, for the
308
I: You did that?
309
C: Yeah but this … this picture I understand for the photograph and this for the outside. Here
310
you can. But this for the TV. These to pictures
311
I: Yeah
312
C: Yeah like this for the TV
313
I: Okay
314
C. This outside, outside, outside, outside, this TV, this TV, this outside, this TV, this Tv , this
315
TV
316
I: And then like
317
C: This outside, this TV, this TV and this is like when you are here
318
I: Arh okay
14
319
C: This TV. And this is me
320
I: What is you sitting right there
321
C: And this my friend but in the TV
322
I: Yeah
323
C: But I don’t know where my camera i’m giving this man
324
I: Yeah okay. You gave that man
325
C: Yeah
326
I: Ah okay
327
C: Like maybe church
328
I: Maybe. I guess so
329
I: That is okay. That is too bad. Yeah
330
C: Because now my pictures is starting here … i’m starting here out the train station after my
331
wife in the home. After in the kirken. Yeah
332
I: Do you remember any of the pictures you took? Are there any particular pictures you
333
remember?
334
C: Me?
335
I: Yeah
336
C: Here … in the kirken
337
I: Yeah
338
C: All day
339
I: Yeah, I get it. You took that picture all day? They did you take that picture?
340
C: Because after all day
15
341
I: Ah, yeah, så er der ikke rigtig noget vi kan gøre ved det. Nej. Did you take a picture of a
342
bus stop?
343
C: Bus?
344
I: Just where the bus stops? Did you take a picture of that
345
C:Yes yeah
346
I: Why did you take a picture of that? A lot of people have taken a picture of the bus stop. I
347
just
348
C: The bus stop and train station
349
I: Yeah you take pictures there. It is too bad about the pictures but there is nothing to do about
350
it. No
351
C: Sorry
352
I: It is okay. Do you have any questions for us? We kind of got all our questions asked
353
C: No, but thanks. But after I have speak with my friend X, because maybe camera with him
354
or?
355
I: I don’t know what happen, so we didn’t collect the cameras so we don’t know. It is okay,
356
don’t worry about it, it is fine. We just want to say, thank you very much for your time
357
C: You welcome, thanks. Sorry about my English
358
I: No no no, it’s fine.
16
Bilag 9
Transskribering af dagsbogsmateriale fra Bashir.
1
Task 1
2
Work
3
I am working as a journalist in Somalia. I was a TC-Camariman in HCTv News. I went
4
everyday for a job morning 6.00 kl. And come backe 21.00 kl. Sometimes I have to work
5
parttime in my office. Me and me couloges go outside to make video for news. Sometimes we
6
go very dangerous places and more outlaws gangs we also go to make interviews of our
7
polition and normal people who lost there familie in bomb blast or someone kidnap there
8
children. We also go to make interview of Somalis pirate.
9
Family
10
On weekends I always tried to spend a time with my family but sometimes I have a special
11
task from my job but when ever I have holiday I spend my time with my family specialy with
12
my wife. We go outside some time for picnis and food in restaurant and sometimes we visit
13
our family relatives and sometimes friends for get to gether we used to have a lot of fun. In
14
my home there is a lot of small plantes and I like to spend my free time with them. I also like
15
cooking sometimes I food for my family I also like movies when I feel free I also like to
16
whatch movies like action movies.
17
Religion
18
On Friday is very special day for muslims pray I also attemted every Friday. Friday is the holy
19
day of the week for muslims and it is mandatory for men to offer the early afternoonprayer
20
known as Jumma. In congregation during Friday lunchtime muslims are required to to take a
21
break from their work or other workly activities they involved in and head to the mosque or
22
prayer halls to offer the noon prayer. Islam is bsed on five Pillians this means it is based on
23
five very important things that we must follow. 1 Shahadah to believe in and workship only
24
Allah to believe that muhammed (pbuh) is his messenger. 2 Salah we must pray the salah five
25
times a day the daily prayers are fajr, zohr, ars, magrib and isha. 3 Zakah we purify our
26
wealthy by giving a small amount to the poor. This is given from out extra wealth. 4 Sawm
27
mena s fasting in the month of ramadhan eve fast from befor fajr until magrib (sunset). 5 Hajj
28
is the pilgrimage to Makkah we perform the hajj at least once in our lifetime if we can do it.
1
29
Interest
30
Music is one of the few activities that involves using the whole brain and that is why it
31
interests me. It is intrinste to all cutures and can have surprising benefits not only for learning
32
languages, improving memory and focusing attention but also for physical coordination and
33
development. Of cause music can be distracting if it’s too loud or too jarring or if it competes
34
for our attention with what we’re trying to do but for the most part exposure to many kinds of
35
music has beneficial effects. My favirote hoppy is listening to music its a very entertaining
36
thing to do music gives me fun things to do music is very important to every day life you can
37
listen to it or create it your self.
38
Daily life activities
39
Every morning i wake up 7:45 go to bathroom take a shower and brush my teeth get ready for
40
school eat my breakfast wich is always smoothie couse it’s easy to make. Then i get going for
41
school i have to walk 15 minute i come back from school 11:15 wen i reach home i go to bed
42
to rest an hour. Then start cooking lunch everyday i have my lunch 1:00, finish lunch open my
43
laptop and chat my friends on facebook. In the afternoon me and my friends who live the
44
asylcenter we seat together drink coffe and talk for hours in a winter we cant play foodbold
45
couse outside it is too cold that is why we seat at home trying to have a fun at home
46
sometimes we cook food together and eat we watch movies we try to make our time good
47
couse we dont have a work to do, that is why we try to keep our self busy. We go schcool 4
48
days a week after schcool we are at home all day and nothing to do just having fun watching
49
movies cooking food together teling stories about our contries we share our feelings couse we
50
are like family sometimes we remember our old days in our homeland and we feel home sick
51
missing our childhood friends and family what i miss the most is my family couse I am far
52
away from them every single minut they are in my mind sometimes i feel very lonly here
53
whenever i remember about my family i feel very sad with out your family your life will be
54
dificult. Sometimes i remember my colleagues the way we work together, i have been out for
55
just 1 year some of my friends moved on before i did and the ones i consider friends i am in
56
regular touch some people who are still in the salt mine, and will be for years to come. I
57
regard as friends and i am still in touch peharps monthly. Other i have little or no contact with
58
even thout we were friendly it is what it is. Part of the challenge of keeping up os that many of
59
the people i am frinds with live hundreds of miles away.
2
60
You can get a better daily life if you have something to do. But here we live a asylcenter and
61
we dont have nothing to do, only we go school, and after school we are at home all day. But
62
we try to make our daily life better and we hope to have a good daily life in a future. Our
63
daily life became boring couse all day we are at home we dont have a job or somthing to do
64
just seat at home watch movie talk to friends, if you spend alot of your everyday moments and
65
time in the future or the past or you have difficult focusing and you feel this may have a
66
negative effect on your life then maybe you want to learn to live more in the present moment.
67
To keep your self busy and tell your self that you have a good daily life we know seating at
68
home it’s not good for mentaly couse if you seat at home and you dont have nothing to do
69
then you think too much and it can give you more stress and it’s not good to have a stress if
70
we have something to do like job or somthing like helping people you will be busy if i got a
71
job or somthing make my self busy my daily life will be better than now.
72
In my past i was a busy man i used to work 13 hours a day so i am not used to seat at home,
73
that is why i feel boring but one day it will be good and i hope that i got somethin to make my
74
self busy and make me feel proud to my self.
75
76
I was a journalist and i like to work as a journalist in the future couse workning as a journalist
is my passion and i hope one day i will work as a journalist in Danmark.
3
Bilag 10
Billedanalyse.
Ali:
Billede 1
Præ-ikonografisk niveau:
Indendørs, mand, computer,
internethjemmeside, computerbord,
computermus, hvid t-shirt, mørke farve.
Ikonografisk niveau:
Ali sidder ved sin computer og surfer på
Facebook. Han sidder i sit hjem på
asylcenteret.
Billede 2
Præ-ikonografisk niveau:
Indendørs, kage, bradepande, vindueskarm,
gardin, solstråler, græs, hæk, tobak.
Ikonografisk niveau:
Der er placeret en kage i en vindueskarm,
hvor man kan se, at der er spist noget af
kagen. Solen skinner ind ad vinduet. Der er
udsigt til en hæk, hvor grønne arealer viser
sig.
Billede 3
Præ-ikonografisk niveau:
Indendørs, mand, papir, tobak, blyant,
mikroovn, spand, vindueskarm, vindue,
taske, t-shirt, hæk, sol, skrivebord.
Ikonografisk niveau:
Ali sidder ved sit skrivebord med et stykke
papir og notere ting ned. Han ser
koncentreret ud, og sidder tæt ved vinduet,
hvor solens stråler lyser rummet op omkring
ham. Der er rodet på skrivebordet.
1
Bashir:
Billede 4
Præ-ikonografisk niveau:
Udendørs, to mænd, røde jakker, trappe,
store vinduespartier, gelænder, grene,
kaffekop, joggingbukser, sandaler.
Ikonografisk niveau:
To mænd står udenfor asylcenteret på en
trappe, og drikker en kop kaffe. Mændene
smiler og står tæt på hinanden. Omkring
dem ses grene og solen skinner på dem.
Billede 5
Præ-ikonografisk niveau:
Indendørs, mand, værelse, køjeseng, madras,
jakke, dyne, rød og grøn pude, kuffert, tæppe,
telefon.
Ikonografisk niveau:
Mand ligger i sin seng med en telefon i
hånden og ser afslappet ud. Værelset
forestiller et mindre soverum med en lille
køjeseng, hvor der ligger en madras på gulvet.
Billede 6
Præ-ikonografisk niveau:
Indendørs, køkken, skuffer, emhætte, komfur,
skuffer, skabe, mikroovn, håndvask, karklud,
sølvpapir, termokande, lænestol,
opvaskemiddel.
Ikonografisk niveau:
På billedet ses et rent køkken, hvor der på
køkkenbordet står en termokande,
opvaskemiddel og en mikroovn. Der er
mulighed for at lave mad ved komfuret. Ved
køkkenet står placeret en lænestol.
2
Billede 7
Præ-ikonografisk niveau:
Udendørs, busstoppested, græsplæne,
hække, træ, asylcenter, huse i baggrunden,
skyfri himmel, fortov, vej, lygtepæle.
Ikonografisk niveau:
På billedet ses et busstoppested ved
asylcenteret i grønne omgivelser med huse i
baggrunden. En lang og tom vej løber langs
fortovet ved centeret.
3
Bilag 11
Meningskategorisering af Ali, Bashir og Calel.
Meningskategorisering, Ali:
Occupational deprivation
Linje 16-21:
I: Okay, yeah. A large city or a small city?
A: … I’m from … a middle city… That’s the area around Syria
I: Okay
A: Around Damaskus
I: Ah okay, so it’s close to a really big city
A: Yeah
Linje 33-37:
A: I … don’t want to come to Denmark in the beginning
I: Okay
A: In the beginning, yeah. Because the Sweden government have a … I believe with the
Sweden government. But I don’t have any information about the Denmark government …
yeah… not negative, but I don’t have the information, but now I have negative
Linje 39:
A: Yeah, I have negative opinion about the government here
Linje 49-50:
A: Yeah but … because I am from Syria I have … many difficulties in my life … my family is
waiting for me … waiting for positive news
Linje 68-70:
A: Have a negative effect … this war become or give a very negative … effect to the people
and … the children have many many negative effect … their science process, the university…
when the war comes … my job in Syria ... I’m a manager of a production of washing machine
Linje 85-91:
1
A: In Syrian I haven’t any time empty, I love my life
I: Very busy life
A: Yeah, and this … this work or job are a complex job. Have an effect, a negative effect to
my family … because there is no empty. I have in my section … 139 workers
I: Okay yeah, that’s many people
A: Yeah it is many people, and many difficult … and the production is a difficult process …
production … I haven’t any empty time in the life in Syria. But now … I have a lot
Linje 139-140:
I: Does it make you feel like lonely? Or … Do you have people to talk to here?
A: Yeah yeah … I have many people but … my children that’s a special feeling
Linje 149-152:
I: So can you talk to them on skype or computer, or any?
A: The telephone … no skype. The service of the internet not speedily in Syria, yeah
I: Mmh
A: Because that I … find WhatsApp or any line … any programs, communication programs
Linje 156-161:
A: Yeah … I … in the main purpose, the first purpose I want to … to be succeed, in my life.
Because I have study many years … and because I want to the personality reason, yeah
I: Yeah
A: To give my results of my study. Yeah. And the second reason … also for money, but the
money is not the main. Because I’m not, in Syria a poor man, I’m in the middle. I have my
family, my father and my … our brothers have a shopping in this town. In my town, yeah
Linje 206-208:
A: Yeah yeah, because of … people in Syria not like this, we have … in Syrian we have very
I: Warm?
A: Yeah yeah yeah … and in Syrian people are very romantic
Linje 223-226:
2
A: Come, a few … you don’t know … X … if you want … just, tok tok … no talk
I: We are cold … cold people?
A: Yeah, cold people … and negative people … but I don’t know any reason for this …
because, maybe because the war from Hitler … yeah, I don’t know
Linje 244-246:
I: It’s a very long day
A: Yeah … but that’s … I have interesting in my job … because I have a purpose in my life
… I am not angry from this work
Linje 245-246:
A: I always always, I want to escape from the … the time in this center … or in this state …
or this country … I escape … in my mind
Linje 252-254:
A: To wonder a good life … my good life events … all to Facebook and … communicate with
my friends … I have many friends in the world, yeah … I have in Sweden from 17 years …
my friend in Sweden, yeah … and I have from five years in Scotland
Linje 280-286:
A: (…) it give relax to me, yeah … if I have a short time, empty time to call my wife in the
morning, and … give a positive (…) That’s give … a good day to my life, my family … and
give my day a good start
Linje 288-293:
A: (…) I’m ready to go to school … we have four times in the week to go to the school …
went to the school at eight and a half … and return to the house … and then take breakfast
with my friend or with my friend … and take breakfast, and my breakfast is Arabic breakfast,
very delicious … yeah, because in Denmark … not likes it … because Syria have a … famous
food … you haven’t any information about Syria … but many people from France, from
England have information, yeah … but Denmark is very far from, yeah
Linje 301-302:
3
I: And then you take a break, or what do you do in the afternoon?
A: Yeah, that’s, yeah … and rest or sove in dansk
Linje 307-314:
A: Yeah, fitness … and one or two hours in the day I go to the fitness
I: Yeah
A: I have two purpose from this activity … I want to talk dane … new friends from Denmark
... because I want to improve my language … dansk
I: Mmh
A: Yeah, that’s the conversation … if I haven’t any conversation … or I don’t talk with any
dansk people … I can’t … because the language, dansk … cannot … you can’t teach, learn it,
write … you must be talk
Linje 318:
A: Because that I … want to have new friends
Linje 320-322:
A: Yeah, some … because that the people is … not much people in this town … in Y there’s
many people … Y
I: Very small, yeah
Linje 323-328:
I: So is it difficult for you to communicate, to talk with people in Danish?
A: No no no
I: They understand you?
A: Yeah … if they … if I can’t understand their dansk, I talk with English
I: Yeah
A: Or with signal
Linje 338-344:
I: So you … is the fitness center, is that the only activity you have outside of this center. Or do
you do anything else outside?
4
A: Yeah … I, maybe I go to the library
I: Is there a few books in Syria? What do you do in the library?
A: Not, we have Arabic … and dansk … I have this book from school … I want to improve
my language … the purpose … improve my language … to go to the library or go to the
fitness
Linje 358-360:
A: Yeah … I talk with many people and … the various … nations … various nations, many
nations … from Argentina … I have friend … I have friend, girl or boy … and I have from
Syria … yeah, friends … I know him in this center … and from Somalia
Linje 373-374:
A: There is two malls in this town … not like in Y … they have a big town … and go to the
mall and go to the … there is a football play
Linje 380-384:
A: Yeah, and go to the … in Wednesday, Thursday, Friday, three days … maybe go with my
… some friends to the … cross … you know cross shopping?
I: Cross, shopping? Nåe, røde kors … the Red Cross Center
A: Yeah, røde cross
I: Yeah
A: To buy somethings we need, that’s very cheap … yeah, sometimes
Linje 389-390:
A: Yeah … the money, not enough to all the requires, but … maybe because I have not… not
have smoke
Linje 398-403:
A: I have a … when I take the money … we book a plan, two weeks plan, yeah
I: Yeah
A: What we can eating … what we can, be anything … that’s good … that’s enough with the
money
5
I: So you try to plan every day, say … we make this and this, or I’m make this and this?
A: Yeah
Linje 415:
A: No no, this center haven’t any activities
Linje 419-431:
A: And maybe go with some foods to another friends
I: Yeah, you eat together
A: Not eat together … and give … and another time they … if you have a good food or a
famous good food … take it, yeah
I: Mmh, and give it to
A: Yeah, last week we take … sweet foods … foods, we make
I: Ah okay
A: Yeah, we take it to the children … the children, the boy said to me ‘Hi’ … I said come and
give the dish with, this food … after two days or three days … he bring … a kind of food
from Pakistan
I: Yeah
A: Family … women with the children, this children, this woman … give their another food
to us, yeah
Linje 449-453:
I: Could you imagine any activities that could be done here that could perhaps make your day
better … here at the center. Could there be started anything, that might make your day better?
A: Not, I haven’t any … real ideas … about this
I: For you it really just a waiting period here, so you can go on to the next
A: yeah
Linje 454-459:
I: Yeah … so, we talk a bit about your future. What wishes and dreams do you have right
now? For the future
A: To the future I … I want to firstly … I want to meet my family
6
I: Yeah
A: Yeah, that’s the one purpose … because the situation not good … and after this I … I hope
to work and … my special engineer
Linje 464-468:
A: And I haven’t any … any problem with the … religions
I: Yeah
A: No problem, because I have many friends is here they’re Christians … from various kinds,
because in Syria … not all Muslim … I haven’t any … bad thoughts or black thoughts about
this human, this people … I want to know more, yeah … about the people, Danmark
Linje 473-478:
I: So, you have some wishes and dreams about your future. What do you feel about the
activities here now. Do they support or prevent you from realizing those dreams you fell …
what you do now … is that positive or negative in regard to your future dreams?
A: The activities, or which one?
I: yeah
A: Not … that’s support a little bit … not high, which I hope that … that’s a bit of that, no
Linje 481-482:
A: Yeah … and in Y we are friend with our teacher … a teacher from Columbia … with the
husband from Denmark, yeah … we become friendly … come to our and take dinner … good
food from Syria and … my friend go to her house and take dinner (…)
Linje 504-507:
A: Yeah … when the war stop … I go to my country
I: Yeah
A: I don’t … over respect dansk people or any people in the world … but my … my country
is very … have a good place in my heart
Linje 526-527:
A: (…) I haven’t any trust with the government (…) because, all of the government, lies lies
7
lies
Linje 539-545:
A: But that’s give good ideas to me … or a good start to me and them … but after this there is
a police woman come to the school in Y and … police woman come to school … in Syria this
is not happened
I: No
A: yeah. In Syria all police are men … all police men enter the school, but the school have
respect? … the police man, woman from Y … go to the school and talk to the refugees in the
class
Billedmateriale:
Linje 574:
A: I watch song on Facebook … I have very much music … Arabic music
Linje 580-587:
I: Yeah … what about the picture of the cake? What make you take a picture of the cake? That
is the … oh, that’s the one you talked about you baked to the children
A: Yeah … in Syria, when you, all family … when you make a good food or a famous food
… go to your neighbors
I: And give?
A: Yeah yeah … all peoples have a … that’s give a good … emotion
I: Yeah, giving is …
A: And give a … a high feeling … a human feeling
Meningskategorisering, Bashir:
Occupational deprivation
Linje 22-35:
I: So did you come by yourself or did you come along with other people, that you knew in
Somalia?
B: I come by myself
8
I: Okay, was it a difficult journey to?
B: Yeah, it was a difficult journey, I passed a lot of countries then I came here
I: So you came here by yourself, how does that effect your life here, is it difficult, do you
feel alone?
I: Yeah sometimes, I feel alone because in here we don’t have nothing to do, we go to school
then come back here sit all day and thinking thinking, you got a lot of stress. If you don’t
have something to do, you know, you think too much. But sometimes I have a lot of friends,
we sit together and try to make a good life
I: Then it is okay. Because you had a really busy life in Somalia compared to know
B: Yeah I woke up six O clock and nine O clock at night I come back home. I was to much
busy. And here all day I sit at home, nothing to do
Linje 30-31:
B: But sometimes I have a lot of friends, we sit together and try to make a good life
Linje 44-45:
B: Yeah, it is my dream, I would love to work as a journalist here in Denmark. If I got
opportunity I am not going to miss it
Linje 50-54:
I: So have you tried to perhaps pursued that interest in the asylum center, learn to play
anything?
B: Yeah, one of my friends have the guitar and sometimes I try to. He tried to teach me, but
now he went back to Titanien, he played good music. But I could not learn, it is difficult to
learn you know
Linje 68-76:
I: So do you… Are any of your family journalists or is it just you?
B: No, only me. I have one brother, but he is not a journalist. I am the only journalist in my
family
I: Okay, is your brother here in Denmark?
B: No. he is in Somalia. I am only here alone
9
I: Are you in contact with them?
B: Yeah
I: On the Internet or?
B: Yeah on the Internet and sometimes we talk on the phone.
Linje 85-92:
B: Yeah it is relaxing and when you have lot of tension you listen to music you feel free, you
know
I: So you use this here in the center sometimes?
B: Yeah I listen only
I: So you feel it helps you to come down
B: Yeah, I only use it alone and sometimes we don’t have nobody to talk, just to talk to
friends on social network, sometimes if you don’t have any friends to talk, there is no one
online, so you listen to music and sit here
Linje 93-95:
I: Yeah, it can become very lonely
B: Yeah very very, if you don’t have a family here and you know good friends. You can
understand how the life is
Linje 97-99:
B: We live here two persons, sometimes you go to his friends, he have a lot of friends in Y. I
have here 10 months; here have been here three years, so he have a lot of friends. Sometimes
he go Y, Y, Y. I am the only one who here all day
Linje 111-112:
I: So … What about practicing Islam here, it must be difficult in the center?
B: Yeah. We don’t have a mosque here en Y. So sometimes on Friday you go Y
Linje 118-120:
B: Yeah, if you don’t have near you house and you travel, there is sometimes you don’t have
the ticket, so you have to stay at home, sometimes we in group do Islam here and we is in the
10
room in the basement, so we pray there. And sometimes we go to Y to pray
Linje 127:
B: No, I wake up, you know, I go to school four days a week
Linje 129-130:
B: So we been at school nine O’clock, to walk 15 minutes, so I wake up eight O’clock and
8:45 I go to school. Then come back 11.15, so 11. 15 I have nothing to do, I just sit here.
Linje 146-148:
B: If you don’t have a job or something else and all day you are at home, you know, some
friends have their family, mother, sisters, brothers and some they are alone and some have
their wife’s and children.
Linje 149-155:
I: Yeah. So we have a question about language, because you come to a country where most
people speak Danish, is that a big problem for you, the language part, the language barrier,
because it is sometimes difficult to communicate, talk with other Danish people?
B: Yeah it is, but know I am trying to learn the Danish language, because when I started in
school, the pronunciation, it is very difficult, but now I understand a little dansk
I: Oh okay, have you tried to speak with Danish people in the city, how was that going?
B: It is good, but if you don’t know that much dansk, you feel a little shy, you know
Linje 162-169:
I: But I can imagine that Danish people are quite different from Somalia people? Just
sometimes you say people are reflecting of the climate, when it is cold outside Danish people
sometimes can be a little bit closed and difficult to talk to, I can imagine compared to
perhaps Somalia people?
B: Yeah, the Somalia people you know, they can, they don’t go one person outside, if we go
outside we go together, five person, six persons. So here you can see one person go here,
sometimes if you go alone here, you see no body here, when you walk five minutes, 10
minutes, you see one person walking here
11
Linje 179-184:
I: Yeah, just friends, workmates, did you know a lot of people in Somalia, was that a part of
your job as a journalist?
B: Yeah, I know a lot of people, we contacted them on Facebook
I: So what about your relations now, are they most on Facebook?
B: Yeah, sometimes they are on Facebook and sometimes we call them and talk together on
skype so
Linje 188-189:
I: Yeah. So you have a lot of friends in the center too?
B: Yeah I have a little, five or six friends.
Linje 196-197:
B: Yeah, we play sport and talk and Saturday, Sunday night we make food together also we
like eat together.
Linje 203-208:
I: Is that enough to cover your needs just the things you need to buy, or do you feel it is
difficult?
B: It is different, the money we take, when the case is open, you can take 1200, they say it is
face two, but when you got two negative the immigrations rejects your case
I: Okay
B: So sometimes it is enough and sometimes it is not enough
Linje 212-217:
I: Do you have enough money to like travel to other parts of the country like if you want to
go to Y a couple of time in the week?
B: No
I: Not enough money?
B: We don’t go, if we wan’t, we wan’t to make sure we go here, we have two shops here and
we make shop in here. Sometime Friday, we go in Y. That is the only where we travel.
12
Linje 219-222:
I: So what kind of activities are offered here in the asylum center for you to do, do you feel
like there is anything offered or is it?
B: Yeah they give us jobcenter, today I have jobcenter, but I tell them I have interview and I
can’t come to jobcenter
Linje 238-239:
B: Yeah, sometimes I try to make interview and make history but it is not possible, we don’t
have the permission to do that
Linje 248-249:
B: Yeah, if I can work as a journalist or something else to keep yourself busy, I would like.
But I don’t have the chance
Linje 246-247:
B: No, if you know how to fix a bicycle I would do it, but if you don’t, you can’t do this. If
they give us another kind of job, like shooting pictures, filming I can do it.
Linje 254-255:
B: You know I always like to work as a journalist you know, any kind of TV or radio station,
so I like to be a big journalist. And to have a good name I like to be a journalist in my future
Linje 273-274:
B: No, I did not talk about my dreams to them, when we need the help, we go ask them, but
they can’t help us more.
Linje 280-281:
B: No my, I told you, my case is rejected here, so they told me to leave the country in 15
days and I am still here you know. You know, I go to another country, they will send me back
here.
13
Linje 293-299:
I: That is good, but where you live in Somalia, was that a big city or small town?
B: Yeah, big city
I: So it is very very different from here? Y is really really small
B: Yeah. It is small and they don’t have a lot of population, when you go out it is quite
I: We were driving here, and we said wow it is really outside en the country, so far away
from, it just feel that way
B: Yeah, sometimes when I go out, there is nobody here, I am alone
Linje 307-309:
B: You know, sometimes you can’t get what you need, if you don’t have any resident or
agreement to stay here, you can’t wish more dreams, so you don’t know about your future.
You live as a refugee, so
Linje 316-317:
B: Yeah some people they come here only one month and they go, and I just stay here 10
months and some of my friends they live here three years four years. So it is difficult for us
Linje 379-382:
B: Yeah if you don’t , if your case is rejected you don’t have permission to stay here and the
government told you, you have to leave the country, you have 15 days, you feel ,you come
here, you leave your family to have a better life, and you can’t find noting on stay here. So
you think too much and a lot of tension and stress
Linje 390-393:
B: Yeah, you know, the other people who come from another country, they smoke inside
their room, and inside the work places, so when you come in new country, new place, and
you don’t know how to live this, you try to smoke inside. If you smoke here, you have to pay
500 kr
Linje 398-400:
I: Oh yeah, it is very good pictures, and beautiful. Could you imagine living in a different
14
camp, from this one, perhaps closer to like more activities like in Y or Y?
B: Yeah, Y have a lot of population
Linje 404-405:
B: You know, if you have a lot of friends, who tell you to make good activities, you have to
have friends to help you. But en Y or Y, Y I don’t have friends. So I have to stay here
Dagbogsmateriale:
Linje 35-36:
My favirote hoppy is listening to music its a very entertaining thing to do music gives me
fun things to do music is very important to every day life you can listen to it or create it your
self.
Linje 45-47:
(…) we seat at home trying to have a fun at home sometimes we cook food together and eat
we watch movies we try to make our time good couse we dont have a work to do, that is why
we try to keep our self busy.
Linje 47-54:
We go shcool 4 days a week after shcool we are at home all day and nothing to do just
having fun watching movies cooking food together teling stories about our contries we share
our feelings couse we are like family sometimes we remember our old days in our homeland
and we feel home sick missing our childhood friends and family what i miss the most is my
family couse I am far away from them every single minut they are in my mind sometimes i
feel very lonly here whenever i remember about my family i feel very sad with out your
family your life will be dificult.
Linje 60-62:
You can get a better daily life if you have something to do. But here we live a asylcenter and
we dont have nothing to do, only we go school, and after school we are at home all day. But
we try to make our daily life better and we hope to have a good daily life in a future.
15
Linje 64-66:
if you spend alot of your everyday moments and time in the future or the past or you have
difficult focusing and you feel this may have a negative effect on your life then maybe you
want to learn to live more in the present moment.
Linje 69-71:
(...) it’s not good to have a stress if we have something to do like job or somthing like
helping people you will be busy if i got a job or somthing make my self busy my daily life
will be better than now.
Linje 72-74:
In my past i was a busy man i used to work 13 hours a day so i am not used to seat at home,
that is why i feel boring but one day it will be good and i hope that i got somethin to make
my self busy and make me feel proud to my self.
Meningskategorisering, Calel:
Occupational deprivation
Linje 21-28:
I: So did you come by yourself originally or did you have your wife with you? Family?
C: Yes, my family is in Y
I: Okay yeah. So what did it mean to you that you didn’t come here by yourself? At the start?
Did it mean you have somebody to talk to or? Was that good thing or a bad thing that you
didn’t come by yourself to Denmark?
C: No good thing
I: It was a good thing?
C: Yeah
Linje 67:
C: In Kurdistan I have friends. But know no. because I’m 3 years outside.
Linje 103-105:
16
I: Yeah. So … a typical or normal day here at the asylums center, what is that like? What
time do you get up now here?
C: Here … I don’t sleep. Here every time I have a sitrus, because I man been three years
here.
Linje 114-116:
C: Here I’m go to the office and sometimes my English, a little understand English, but for
the Kurdish I understand several languages Kurdish. So Pakistan and Arabic. I’m going to
office and help
Linje 119-128:
I: Okay service … So know do you do anything outside the center? Play sports. Go to the
fitness center?
C: No no.
I: No?
C: Just I’m going to the Kirk.
I: The kirk?
C: Yes the Kirken.
I: Oh okay yes Kirken. Aarh den Arabize kirke. So what does it mean to you to go there? Is it
a place of peace and quiet?
C: No I’m a student here, about Christianity.
Linje 131-132:
C: Yeah English a little bit good, but Danish is difficult. If I’m not going to the school I’m
not going to understand.
Linje 145-149:
I: Okay yeah. Do you get a little bit of money from the Danish government? Just every two
weeks?
C: Yes every two weeks
I: Is that enough for you to get what you need or do you feel it is to little?
C: When you don’t drink or don’t smoke, yeah it is good
17
Linje 160:
C: Yeah… Sometimes the bus and sometimes the train. Sometimes my friend have a car
Linje 163-168:
I: Okay. So … what kind of activities can you do here at the center? What kind of things can
you do here? Is there any offered?
C: No nothing because I don’t have a positive on here, I have positive I can’t make
something here
I: Because you have no positive you cannot?
C: When you have positive, you can make everything
Linje 172-175:
I: Yeah. So … have you done anything to try to find anything … what do you do here? How
do you past time here? What can ... do you talk with people or watch TV?
C: Watch TV yeah. Watch TV and reading, and going to my family cause my wife in the Y,
and my children. I have three children
Linje 185-187:
I: Yeah just if you could like think about the perfect thing to do, what would it be?
C: No nothing, because I’m in the Denmark and it is stopping everything
Linje 215-222:
C: For the people here, just have the same problem, everyone stay in their home. Like this.
But you don’t can … work … this very problem.
I: So you would like to work?
C: Work yes, not like for any country you can’t work. Not Denmark, because they give you
some money to eat, every this two week. You cannot go to the outside to work. When new
people go to the outside to work, this is very very good because … not can every time you
think this is positive. When im going to the outside, I have a work, I don’t every time think
about this
18
Linje 226-229:
C: Yes now I’m three years stay here.
I: It must be hard for you?
C: Yeah not for me. Because I have a friend – five years and a friend 10 years stay. This is a
problem (…)
Linje 237-238:
C: Sometime I speak about my office here. I want to come back to my country but they said
wait. Give me positive and they say wait
Linje 241-242:
I: So you want to go back to your country or do you wanna stay in Denmark?
C: I want to stay because I have børn, children here. Because now if you come back in my
country they will say who is this children. So this is problem.
Linje 279-280:
(…) you don’t can’t going to the work outside. Because you in the way.
19
Bilag 12
Meningskondensering af Ali, Bashir og Calel.
Meningskondensering, Ali:
Occupational deprivation
Linje 16-21:
Han er fra en større by
I: Okay, yeah. A large city or a small city?
A: … I’m from … a middle city… That’s the
area around Syria.
I: Okay.
A: Around Damaskus.
I: Ah okay, so it’s close to a really big city.
A: Yeah.
Linje 33-37:
Ingen bestemmelse over hvilket land han kom
A: I … don’t want to come to Denmark in the til.
beginning
I: Okay
A: In the beginning, yeah. Because the
Sweden government have a … I believe with
the Sweden government. But I don’t have
any information about the Denmark
government … yeah… not negative, but I
don’t have the information, but now I have
negative
Linje 39:
Han har en negativ mening om regeringen
A: yeah, I have negative opinion about the
government here
Linje 49-50:
Familien venter på at han giver dem positive
A: Yeah but … because I am from Syria I
nyheder
have … many difficulties in my life … my
family is waiting for me … waiting for
positive news
Linje 68-70:
Krigen har haft en negativ effekt ift. hans job
1
A: Have a negative effect … this war become
som manager for produktionsfirmaet.
or give a very negative … effect to the people
and … the children have many many
negative effect … their science process, the
university… when the war comes … my job
in Syria ... I’m a manager of a production of
washing machine
Linje 85-91:
Førhen var han beskæftiget med sit job og
A: In Syrian I haven’t any time empty, I love
havde næsten ingen fritid, hvorimod han nu
my life
på centeret har meget fritid.
I: Very busy life
A: Yeah, and this … this work or job are a
complex job. Have an effect, a negative
effect to my family … because there is no
empty. I have in my section … 139 workers
I: Okay yeah, that’s many people
A: Yeah it is many people, and many difficult
… and the production is a difficult process …
production … I haven’t any empty time in
the life in Syria. But now … I have a lot
Linje 139-140:
Han føler sig ensom og savner sine børn,
I: Does it make you feel like lonely? Or …
trods hans venskaber på centeret.
Do you have people to talk to here?
A: Yeah yeah … I have many people but …
my children that’s a special feeling
Linje 149-152:
Kommunikerer med familien vha. af diverse
I: So can you talk to them on skype or
teknologiske programmer, trods distancen.
computer, or any?
A: The telephone … no skype. The service of
the internet not speedily in Syria, yeah
I: Mmh
A: Because that I … find WhatsApp or any
2
line … any programs, communication
programs
Linje 156-161:
Meningen med arbejde er at det skaber
A: Yeah … I … in the main purpose, the first
succes, efter en del års studie og samtidig
purpose I want to … to be succeed, in my
giver det løn.
life. Because I have study many years … and
because I want to the personality reason,
yeah
I: Yeah
A: To give my results of my study. Yeah. And
the second reason … also for money, but the
money is not the main. Because I’m not, in
Syria a poor man, I’m in the middle. I have
my family, my father and my … our brothers
have a shopping in this town. In my town,
yeah
Linje 206-208:
Syrisk kultur er anderledes fra dansk.
A: Yeah yeah, because of … people in Syria
not like this, we have … in Syrian we have
very
I: Warm?
A: Yeah yeah yeah … and in Syrian people
are very romantic
Linje 223-226:
Han opfatter det syriske folk som varme og
A: Come, a few … you don’t know … X …
danskere som kolde.
if you want … just, tok tok … no talk
I: We are cold … cold people?
A: Yeah, cold people … and negative people
… but I don’t know any reason for this …
because, maybe because the war from Hitler
… yeah, I don’t know
Linje 244-246:
Han havde et meningsfuldt liv.
3
I: It’s a very long day
A: Yeah … but that’s … I have interesting in
my job … because I have a purpose in my
life … I am not angry from this work
Linje 245-246:
Forsøger mentalt at flygte fra virkeligheden.
A: I always always, I want to escape from the
… the time in this center … or in this state …
or this country … I escape … in my mind
Linje 252-254:
Han har venner fra andre lande som han
A: To wonder a good life … my good life
holder kontakten via Facebook.
events … all to Facebook and …
communicate with my friends … I have
many friends in the world, yeah … I have in
Sweden from 17 years … my friend in
Sweden, yeah … and I have from five years
in Scotland
Linje 280-286:
Det giver ham en god start på dagen når han
A: (…) it give relax to me, yeah … if I have a er i kontakt med hans kone.
short time, empty time to call my wife in the
morning, and … give a positive (…) That’s
give … a good day to my life, my family …
and give my day a good start
Linje 288-293:
Han går I skole 4 gange om ugen.
A: (…) I’m ready to go to school … we have
Danmark har ikke kendskab til Syriens
four times in the week to go to the school …
madkultur.
went to the school at eight and a half … and
return to the house … and then take breakfast
with my friend or with my friend … and take
breakfast, and my breakfast is Arabic
breakfast, very delicious … yeah, because in
Denmark … not likes it … because Syria
have a … famous food … you haven’t any
4
information about Syria … but many people
from France, from England have information,
yeah … but Denmark is very far from, yeah
Linje 301-302:
Han bruger eftermiddagen på at sove.
I: And then you take a break, or what do you
do in the afternoon?
A: Yeah, that’s, yeah … I rest or sove in
dansk
Linje 307-314:
Formålet med at gå I fitness er at forbedre det
A: Yeah, fitness … and one or two hours in
danske sprog, samt at etablere nye venskaber.
the day I go to the fitness
I: Yeah
A: I have two purpose from this activity … I
want to talk dane … new friends from
Denmark ... because I want to improve my
language … dansk
I: Mmh
A: Yeah, that’s the conversation … if I
haven’t any conversation … or I don’t talk
with any dansk people … I can’t … because
the language, dansk … cannot … you can’t
teach, learn it, write … you must be talk
Linje 318:
Han ønsker at opbygge et nyt socialt netværk.
A: Because that I … want to have new
friends
Linje 320-322:
Vrå er en lille by med få indbyggere ift.
A: Yeah, some … because that the people is
Hjørring.
… not much people in this town … in Y
there’s many people … Y
I: Very small, yeah
Linje 323-328:
Han finder det ikke svært at kommunikere
I: So is it difficult for you to communicate, to
med danskere, selvom han nogle gange må
5
talk with people in Danish?
bruge tegnsprog.
A: No no no
I: They understand you?
A: Yeah … if they … if I can’t understand
their dansk, I talk with English
I: Yeah
A: Or with signal
Linje 338-344:
Aktiviteter udenfor centeret består af at gå på
I: So you … is the fitness center, is that the
bibliotetet og læse bøger for at forbedre det
only activity you have outside of this center.
danske sprog.
Or do you do anything else outside?
A: Yeah … I, maybe I go to the library
I: Is there a few books in Syria? What do you
do in the library?
A: Not, we have Arabic … and dansk … I
have this book from school … I want to
improve my language … the purpose …
improve my language … to go to the library
or go to the fitness
Linje 358-360:
Han taler med mennesker fra forskellige
A: Yeah … I talk with many people and …
nationer på centeret.
the various … nations … various nations,
many nations … from Argentina … I have
friend … I have friend, girl or boy … and I
have from Syria … yeah, friends … I know
him in this center … and from Somalia
Linje 373-374:
Y er en større by end den by centeret er
A: There is two malls in this town … not like
placeret i.
in Y … they have a big town … and go to the
mall and go to the … there is a football play
Linje 380-384:
Han køber ind i Røde Kors fordi det er billigt.
A: Yeah, and go to the … in Wednesday,
6
Thursday, Friday, three days … maybe go
with my … some friends to the … cross …
you know cross shopping?
I: Cross, shopping? Nåe, røde kors … the
Red Cross Center
A: Yeah, røde cross
I: Yeah
A: To buy somethings we need, that’s very
cheap … yeah, sometimes
Linje 389-390:
Den økonomiske støtte er ikke tilstrækkelig.
A: Yeah … the money, not enough to all the
requires, but … maybe because I have not…
not have smoke
Linje 398-403:
Han laver madplaner for at pengene rækker.
A: I have a … when I take the money … we
book a plan, two weeks plan, yeah
I: Yeah
A: What we can eating … what we can, be
anything … that’s good … that’s enough with
the money
I: So you try to plan every day, say … we
make this and this, or I’m make this and this?
A: Yeah
Linje 415:
Centeret har ingen aktiviteter.
A: No no, this center haven’t any activities
Linje 419-431:
God mad deles gerne med andre fra centeret.
A: And maybe go with some foods to another
friends
I: Yeah, you eat together
A: Not eat together … and give … and
another time they … if you have a good food
or a famous good food … take it, yeah
7
I: Mmh, and give it to
A: Yeah, last week we take … sweet foods …
foods, we make
I: Ah okay
A: Yeah, we take it to the children … the
children, the boy said to me ‘Hi’ … I said
come and give the dish with, this food …
after two days or three days … he bring … a
kind of food from Pakistan
I: Yeah
A: Family … women with the children, this
children, this woman … give their another
food to us, yeah
Linje 449-453:
Opholdet på asylcenteret opleves som en
I: Could you imagine any activities that could
venteperiode.
be done here that could perhaps make your
day better … here at the center. Could there
be started anything, that might make your
day better?
A: Not, I haven’t any … real ideas … about
this
I: For you it really just a waiting period here,
so you can go on to the next
A: yeah
Linje 454-459:
Hans ønsker for fremtiden er at blive
I: Yeah … so, we talk a bit about your future.
genforenet med familien og arbejde som
What wishes and dreams do you have right
ingeniør.
now? For the future
A: To the future I … I want to firstly … I
want to meet my family
I: Yeah
A: Yeah, that’s the one purpose … because
8
the situation not good … and after this I … I
hope to work and … my special engineer
Linje 464-468:
Han har venner med forskellige religiøse
A: And I haven’t any … any problem with
overbevisninger.
the … religions
I: Yeah
A: No problem, because I have many friends
is here they’re Christians … from various
kinds, because in Syria … not all Muslim …
I haven’t any … bad thoughts or black
thoughts about this human, this people … I
want to know more, yeah … about the
people, Danmark
Linje 473-478:
Aktiviteterne som tilbydes på centeret støtter
I: So, you have some wishes and dreams
ham ikke tilstrækkeligt i realiseringen af hans
about your future. What do you feel about the
drømme.
activities here now. Do they support or
prevent you from realizing those dreams you
fell … what you do now … is that positive or
negative in regard to your future dreams?
A: The activities, or which one?
I: yeah
A: Not … that’s support a little bit … not
high, which I hope that … that’s a bit of that,
no
Linje 481-482:
Han havde et venskabeligt forhold til læreren.
A: Yeah … and in Y we are friend with our
teacher … a teacher from Columbia … with
the husband from Denmark, yeah … we
become friendly … come to our and take
dinner … good food from Syria and … my
friend go to her house and take dinner (…)
9
Linje 504-507:
Han ønsker at komme tilbage til sit hjemland.
A: Yeah … when the war stop … I go to my
country
I: Yeah
A: I don’t … over respect dansk people or
any people in the world … but my … my
country is very … have a good place in my
heart
Linje 526-527:
Han stoler ikke på regeringen.
A: (…) I haven’t any trust with the
government (…) because, all of the
government, lies lies lies
Linje 539-545:
Det
sker
ikke
at
møde
en kvindelig
A: But that’s give good ideas to me … or a
politikvinde i Syrien. De er alle mænd.
good start to me and them … but after this
there is a police woman come to the school in
Y and … police woman come to school … in
Syria this is not happened
I: No
A: yeah. In Syria all police are men … all
police men enter the school, but the school
have respect? … the police man, woman
from Y … go to the school and talk to the
refugees in the class
Billeder
Han lytter til arabisk musik via Facebook.
Linje 574:
A: I watch song on Facebook … I have very
much music … Arabic music
Linje 580-587:
Det giver en menneskelig følelse.
I: Yeah … what about the picture of the cake?
What make you take a picture of the cake?
That is the … oh, that’s the one you talked
10
about you baked to the children
A: Yeah … in Syria, when you, all family …
when you make a good food or a famous
food … go to your neighbors
I: And give?
A: Yeah yeah … all peoples have a … that’s
give a good … emotion
I: Yeah, giving is …
A: And give a … a high feeling … a human
feeling
Meningskondensering, Bashir:
Occupational deprivation
Linje 22-35:
Sammenlignet med hans tidligere liv, føler
I: So did you come by yourself or did you
han sig rastløs og stresset fordi der ikke er
come along with other people, that you knew
noget at lave på centeret.
in Somalia?
B: I come by myself
I: Okay, was it a difficult journey to?
B: Yeah, it was a difficult journey, I passed a
lot of countries then I came here
I: So you came here by yourself, how does
that effect your life here, is it difficult, do you
feel alone?
I: Yeah sometimes, I feel alone because in
here we don’t have nothing to do, we go to
school then come back here sit all day and
thinking thinking, you got a lot of stress. If
you don’t have something to do, you know,
you think too much. But sometimes I have a
lot of friends, we sit together and try to make
11
a good life
I: Then it is okay. Because you had a really
busy life in Somalia compared to know
B: Yeah I woke up six O clock and nine O
clock at night I come back home. I was to
much busy. And here all day I sit at home,
nothing to do
Linje 30-31:
Nogle gange mødes han med venner og
B: But sometimes I have a lot of friends, we
prøver at skabe et godt liv på centeret.
sit together and try to make a good life
Linje 44-45:
Hvis han fik muligheden vil han gerne
B: Yeah, it is my dream, I would love to work
arbejde som journalist I Danamrk.
as a journalist here in Denmark. If I got
opportunity I am not going to miss it
Linje 50-54:
Han forsøger at indfri sin interesse ved at
I: So have you tried to perhaps pursued that
lære spille guitar med sin ven.
interest in the asylum center, learn to play
anything?
B: Yeah, one of my friends have the guitar
and sometimes I try to. He tried to teach me,
but now he went back to Titanien, he played
good music. But I could not learn, it is
difficult to learn you know
Linje 68-76:
Hans bror bor I Somalia, dog har han kontakt
I: So do you… Are any of your family
med ham via Facebook.
journalists or is it just you?
B: No, only me. I have one brother, but he is
not a journalist. I am the only journalist in my
family
I: Okay, is your brother here in Denmark?
B: No. he is in Somalia. I am only here alone
I: Are you in contact with them?
12
B: Yeah
I: On the Internet or?
B: Yeah on the Internet and sometimes we
talk on the phone.
Linje 85-92:
Musik hjælper ham til at håndtere stress, føle
B: Yeah it is relaxing and when you have lot
sig fri og beskæftiger ham når han ikke har
of tension you listen to music you feel free,
noget at foretage sig på centeret.
you know
I: So you use this here in the center
sometimes?
B: Yeah I listen only
I: So you feel it helps you to come down
B: Yeah, I only use it alone and sometimes
we don’t have nobody to talk, just to talk to
friends on social network, sometimes if you
don’t have any friends to talk, there is no one
online, so you listen to music and sit here
Linje 93-95:
Uden familie og venner er livet ensomt.
I: Yeah, it can become very lonely
B: Yeah very very, if you don’t have a family
here and you know good friends. You can
understand how the life is
Linje 97-99:
Han har ikke fået etableret et socialt netværk,
B: We live here two persons, sometimes you
hvilket begrænser ham i at besøge andre byer
go to his friends, he have a lot of friends in Y.
og derfor opholder han sig meget på centreret
I have here 10 months; here have been here
alene.
three years, so he have a lot of friends.
Sometimes he go Y, Y, Y. I am the only one
who here all day
Linje 111-112:
Han har ikke mulighed for at dyrke hans
I: So … What about practicing Islam here, it
religion.
must be difficult in the center?
13
B: Yeah. We don’t have a mosque here en Y.
So sometimes on Friday you go Y
Linje 118-120:
Når der er mulighed for det tager de til Y til
B: Yeah, if you don’t have near you house
at bede, ellers gøres dette på centeret i
and you travel, there is sometimes you don’t
kælderen, ved eget initiativ.
have the ticket, so you have to stay at home,
sometimes we in group do Islam here and we
is in the room in the basement, so we pray
there. And sometimes we go to Y to pray
Linje 127:
Han går i skole fire dage om ugen.
B: No, I wake up, you know, I go to school
four days a week
Linje 129-130:
Udover skole er der ikke andet at foretage sig
B: So we been at school nine O’clock, to på centeret.
walk 15 minutes, so I wake up eight O’clock
and 8:45 I go to school. Then come back
11.15, so 11. 15 I have nothing to do, I just sit
here.
Linje 146-148:
Uden familie og job har han intet at foretage
B: If you don’t have a job or something else
sig.
and all day you are at home, you know, some
friends have their family, mother, sisters,
brothers and some they are alone and some
have their wife’s and children.
Linje 149-155:
Han oplever sprogbarrierer i dagligdagen i
I: Yeah. So we have a question about
forhold til at kommunikerer med danskere.
language, because you come to a country
where most people speak Danish, is that a big
problem for you, the language part, the
language barrier, because it is sometimes
difficult to communicate, talk with other
Danish people?
14
B: Yeah it is, but know I am trying to learn
the Danish language, because when I started
in school, the pronunciation, it is very
difficult, but now I understand a little dansk
I: Oh okay, have you tried to speak with
Danish people in the city, how was that
going?
B: It is good, but if you don’t know that much
dansk, you feel a little shy, you know
Linje 162-169:
Han oplever kulturelle forskelle, da det i
I: But I can imagine that Danish people are
Somalia er almindeligt at gå i grupper,
quite different from Somalia people? Just
hvorimod han oplever at folk ofte går alene i
sometimes you say people are reflecting of
Danmark.
the climate, when it is cold outside Danish
people sometimes can be a little bit closed
and difficult to talk to, I can imagine
compared to perhaps Somalia people?
B: Yeah, the Somalia people you know, they
can, they don’t go one person outside, if we
go outside we go together, five person, six
persons. So here you can see one person go
here, sometimes if you go alone here, you see
no body here, when you walk five minutes,
10 minutes, you see one person walking here
Linje 179-184:
Vedligeholder kontakt med venner gennem
I: Yeah, just friends, workmates, did you
Facebook og Skype.
know a lot of people in Somalia, was that a
part of your job as a journalist?
B: Yeah, I know a lot of people, we
contacted them on Facebook
I: So what about your relations now, are they
most on Facebook?
15
B: Yeah, sometimes they are on Facebook
and sometimes we call them and talk together
on skype so
Linje 188-189:
Han har fem til seks venner på centeret.
I: Yeah. So you have a lot of friends in the
center too?
B: Yeah I have a little, five or six friends.
Linje 196-197:
I weekenderne laver de mad sammen.
B: Yeah, we play sport and talk and Saturday,
Sunday night we make food together also we
like eat together.
Linje 203-208:
Økonomien er ikke altid tilstrækkelig.
I: Is that enough to cover your needs just the
things you need to buy, or do you feel it is
difficult?
B: It is different, the money we take, when
the case is open, you can take 1200, they say
it is face two, but when you got two negative
the immigrations rejects your case
I: Okay
B: So sometimes it is enough and sometimes
it is not enough
Linje 212-217:
Han har ikke nok penge til at rejse rundt i
I: Do you have enough money to like travel
Danmark. Han rejser kun til en nærliggende
to other parts of the country like if you want
større by.
to go to Y a couple of time in the week?
B: No
I: Not enough money?
B: We don’t go, if we wan’t, we wan’t to
make sure we go here, we have two shops
here and we make shop in here. Sometime
Friday, we go in Y. That is the only where we
16
travel.
Linje 219-222:
Der tilbydes aktiviteter på asylcenteret.
I: So what kind of activities are offered here
in the asylum center for you to do, do you
feel like there is anything offered or is it?
B: Yeah they give us jobcenter, today I have
jobcenter, but I tell them I have interview and
I can’t come to jobcenter
Linje 238-239:
Han
prøver
at
følge
sin
interesse
i
B: Yeah, sometimes I try to make interview
journalistik, men har ikke tilladelse til at gøre
and make history but it is not possible, we
dette.
don’t have the permission to do that
Linje 248-249:
Han vil gerne arbejde som journalist, men
B: Yeah, if I can work as a journalist or
han har ikke mulighed for det.
something else to keep yourself busy, I would
like. But I don’t have the chance
Linje 246-247:
Hvis han ikke har kenskab til jobbet, kan han
B: No, if you know how to fix a bicycle I ikke udføre det.
would do it, but if you don’t, you can’t do
this. If they give us another kind of job, like
shooting pictures, filming I can do it.
Linje 254-255:
Han vil gerne skabe et godt omdømme
B: You know I always like to work as a
igennem arbejde.
journalist you know, any kind of TV or radio
station, so I like to be a big journalist. And to
have a good name I like to be a journalist in
my future
Linje 271-272:
Han fik at vide at han skulle forlade landet,
B: No my, I told you, my case is rejected here
men han er her stadig.
, so they told me to leave the country in 15
days and I am still here you know. You
know, if I go to another country, they will
17
send me back here.
Linje 273-274:
Han taler ikke med dem om hans drømme, da
B: No, I did not talk about my dreams to
de ikke kan hjælpe ham.
them, when we need the help, we go ask
them, but they can’t help us more.
Linje 280-281:
Han asylsag blev afvist, men han er stadig i
B: No my, I told you, my case is rejected
landet.
here, so they told me to leave the country in
15 days and I am still here you know. You
know, I go to another country, they will send
me back here.
Linje 293-299:
Han føler sig alene i Y, da det er en stille og
I: That is good, but where you live in
mindre by med få indbyggere, sammenlignet
Somalia, was that a big city or small town?
med hans hjemby.
B: Yeah, big city
I: So it is very very different from here? Y is
really really small
B: Yeah. It is small and they don’t have a lot
of population, when you go out it is quite
I: We were driving here, and we said wow it
is really outside en the country, so far away
from, it just feel that way
B: Yeah, sometimes when I go out, there is
nobody here, I am alone
Linje 307-309:
Når han ikke har opholdstilladelse har han
B: You know, sometimes you can’t get what
ikke så mange muligheder.
you need, if you don’t have any resident or
agreement to stay here, you can’t wish more
dreams, so you don’t know about your future.
You live as a refugee, so
Linje 316-317:
Det er udenfor hans kontrol hvor længe han
B: Yeah some people they come here only
og andre skal opholde sig på centeret.
18
one month and they go, and I just stay here
10 months and some of my friends they live
here three years four years. So it is difficult
for us
Linje 379-382:
Han kommer til Danmark for at få et bedre
B: Yeah if you don’t , if your case is rejected liv, men det er ikke sikkert at han får lov til at
you don’t have permission to stay here and blive I Danmark, hvilket er frustrerende.
the government told you, you have to leave
the country, you have 15 days, you feel ,you
come here, you leave your family to have a
better life, and you can’t find noting on stay
here. So you think too much and a lot of
tension and stress
Linje 390-393:
Når man kommer til et et nyt land, ved man
B: Yeah, you know, the other people who
ikke hvordan hvordan befolkningen lever.
come from another country, they smoke
inside their room, and inside the work places,
so when you come in new country, new
place, and you don’t know how to live this,
you try to smoke inside. If you smoke here,
you have to pay 500 kr
Linje 398-400:
Den
nærliggende
I: Oh yeah, it is very good pictures, and
indbyggertal.
by
har
et
større
beautiful. Could you imagine living in a
different camp, from this one, perhaps closer
to like more activities like in Y or Y?
B: Yeah, Y have a lot of population
Linje 404-405:
Et socialt netværk skaber muligheder for at
B: You know, if you have a lot of friends,
udføre aktiviteter, dog oplever han at han
who tell you to make good activities, you
ikke har disse muligheder.
have to have friends to help you. But en Y or
Y, Y I don’t have friends. So I have to stay
19
here
Dagbogsmateriale:
Musik er en vigtig aktivitet i hans hverdag.
Linje 35-36:
My favirote hoppy is listening to music its a
very entertaining thing to do music gives me
fun things to do music is very important to
every day life you can listen to it or create it
your self.
Linje 45-47:
De prøver at få det bedste ud af hverdagen på
(…) we seat at home trying to have a fun at centeret, da de ikke har job og beskæftige sig
home sometimes we cook food together and med.
eat we watch movies we try to make our time
good couse we dont have a work to do, that is
why we try to keep our self busy.
Linje 47-54:
De opfatter hinanden som familie og prøver
(...) we are at home all day and nothing to do at skabe et fælleskab på centeret da de har
just having fun watching movies cooking hjemve. Han savner familien og uden dem er
food together teling stories about our contries livet svært.
we share our feelings couse we are like
family sometimes we remember our old days
in our homeland and we feel home sick
missing our childhood friends and family
what i miss the most is my family couse I am
far away from them every single minut they
are in my mind sometimes i feel very lonly
here whenever i remember about my family i
feel very sad with out your family your life
will be dificult.
Linje 60-62:
Hvis man har noget at lave, får man et bedre
You can get a better daily life if you have hverdagsliv. De forsøger at gøre deres
something to do. But here we live a hverdag bedre og håber på en bedre fremtid.
20
asylcenter and we dont have nothing to do,
only we go school, and after school we are at
home all day. But we try to make our daily
life better and we hope to have a good daily
life in a future.
Linje 64-66:
Hvis man bruger for meget tid I fortiden eller
if you spend alot of your everyday moments fremtiden, kan det have en negativ effekt på
and time in the future or the past or you have nutiden.
difficult focusing and you feel this may have
a negative effect on your life then maybe you
want to learn to live more in the present
moment.
Linje 69-71:
Det er ikke godt at have stress, hvis man
(...) it’s not good to have a stress if we have ønsker at få et job eller hjælpe andre
something to do like job or somthing like mennesker.
helping people you will be busy if i got a job
or somthing make my self busy my daily life
will be better than now.
Linje 72-74:
I hjemlandet var han en travl mand og han
In my past i was a busy man i used to work var ikke vant til at have så meget fritid.
13 hours a day so i am not used to seat at
home, that is why i feel boring but one day it
will be good and i hope that i got something
to make my self busy and make me feel
proud to my self.
21
Meningskondensering, Calel:
Occupational deprivation
Linje 21-28:
Det var en god ting at han til Danmark med
I: So did you come by yourself originally or hans familie.
did you have your wife with you? Family?
C: Yes, my family is in Y
I: Okay yeah. So what did it mean to you that
you didn’t come here by yourself? At the
start? Did it mean you have somebody to talk
to or? Was that good thing or a bad thing that
you didn’t come by yourself to Denmark?
C: No good thing
I: It was a good thing?
C: Yeah
Linje 67:
Han har mistet sine bekendtskaber.
C: In Kurdistan I have friends. But know no.
because I’m 3 years outside.
Linje 103-105:
Han kan ikke sove på asylcenteret.
I: Yeah. So … a typical or normal day here at
the asylums center, what is that like? What
time do you get up now here?
C: Here … I don’t sleep. Here every time I
have a sitrus, because I man been three years
here.
Linje 114-116:
Han kan hjælpe med at oversætte for andre
C: Here I’m go to the office and sometimes beboere.
my English, a little understand English, but
for
the
Kurdish
I
understand
several
languages Kurdish. So Pakistan and Arabic.
I’m going to office and help.
Linje 119-128:
Han studerer kristendom ved en kirke.
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I: Okay service … So know do you do
anything outside the center? Play sports. Go
to the fitness center?
C: No no.
I: No?
C: Just I’m going to the Kirk.
I: The kirk?
C: Yes the Kirken.
I: Oh okay yes Kirken. Aarh den Arabize
kirke. So what does it mean to you to go
there? Is it a place of peace and quiet?
C: No I’m a student here, about Christianity.
Linje 131-132:
Han synes at dansk er svært.
C: Yeah English a little bit good, but Danish
is difficult. If I’m not going to the school I’m
not going to understand.
Linje 145-149:
Den økonomiske støtte er tilstrækkelig, hvis
I: Okay yeah. Do you get a little bit of money man ikke ryger og drikker.
from the Danish government? Just every two
weeks?
C: Yes every two weeks
I: Is that enough for you to get what you need
or do you feel it is to little?
C: When you don’t drink or don’t smoke,
yeah it is good
Linje 160:
Transportmuligheder for at komme udenfor
C: Yeah… Sometimes the bus and sometimes centeret.
the train. Sometimes my friend have a car
Linje 163-168:
Uden opholdstilladelse oplever han at det
I: Okay. So … what kind of activities can you udfordrende at udføre aktiviteter.
do here at the center? What kind of things can
you do here? Is there any offered?
23
C: No nothing because I don’t have a positive
on here, I have positive I can’t make
something here
I: Because you have no positive you cannot?
C: When you have positive, you can make
everything
Linje 172-175:
Han udfylder sin dag ud med at se TV, læse
I: Yeah. So … have you done anything to try
og besøge familien, der bor i en nærliggende
to find anything … what do you do here?
by.
How do you past time here? What can ... do
you talk with people or watch TV?
C: Watch TV yeah. Watch TV and reading,
and going to my family cause my wife in the
Y, and my children. I have three children
Linje 185-187:
Opholdet
på
centeret
har
medført
at
I: Yeah just if you could like think about the tilværelsen er gået i stå for ham.
perfect thing to do, what would it be?
C: No nothing, because I’m in the Denmark
and it is stopping everything
Linje 215-222:
Han har ikke mulighed for at arbejde, så
C: For the people here, just have the same
længe han opholder sig på asylcenteret.
problem, everyone stay in their home. Like
this. But you don’t can … work … this very
problem.
I: So you would like to work?
C: Work yes, not like for any country you
can’t work. Not Denmark, because they give
you some money to eat, every this two week.
You cannot go to the outside to work. When
new people go to the outside to work, this is
very very good because … not can every time
you think this is positive. When im going to
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the outside, I have a work, I don’t every time
think about this
Linje 226-229:
Han synes det er et problem, når nogle af
C: Yes now I’m three years stay here.
hans venner må opholde sig adskillige år på
I: It must be hard for you?
asylcenteret.
C: Yeah not for me. Because I have a friend –
five years and a friend 10 years stay. This is
a problem (…)
Linje 237-238:
Han skal vente på at få opholdstilladelse.
C: Sometime I speak about my office here. I
want to come back to my country but they
said wait. Give me positive and they say wait
Linje 241-242:
Han ønsker at blive boende I Danmark, da
I: So you want to go back to your country or
hans familie ligeledes opholder sig her i
do you wanna stay in Denmark?
landet.
C: I want to stay because I have børn,
children here. Because now if you come back
in my country they will say who is this
children. So this is problem.
Linje 279-280:
Han har ikke mulighed for at søge arbejde
(…) you don’t can’t going to the work
udenfor centeret.
outside. Because you in the way.
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Bilag 13
Samtykkeerklæring til centerleder.
Samtykkeerklæring
Ansøgning til klinisk dataindsamlingssted om tilladelse til at foretage dataindsamling i
forbindelse med bachelorprojekt:
Uddannelse: Ergoterapeutuddannelsen, University College Nordjylland.
I perioden: Jan-Jun 2015.
Projekt: Bachelorprojekt .
Projektets problemformulering: Hvordan kan oplevelsen af occupational deprivation hos
asylansøgere ifølge dem selv reduceres på et asylcenter?
Dataindsamlingsmetode: (sæt x)
Interview af enkelt personer:
X
Gruppeinterview:
Spørgeskema:
Observation:
Andet:
X
Cultural Probes
Deltagere:
Pilotinterview med en beboer.
Interviews og cultural probes med tre beboere.
Spørgeskema til en centerleder.
1
Information:
Alle deltagere bliver mundtligt informeret om projektet ved opstart. Derudover er der vedlagt
skriftligt materiale i kasserne med cultural probes der beskriver forløbet og dets opgaver.
To fra gruppen udleverer cultural probes og tre tilknyttede opgaver og følger løbende op på
forløbet. Afslutningsvis interviewes de tre beboere, hvor resultater fra cultural probes
inddrages.
Med venlig hilsen
Maiken Kunnerup Nielsen, Marie Brund Hansen, Andrea Bubic, Dzenita Bajic og Mikael
Karlsen
Kontaktoplysninger:
[email protected]/25682281
Ovenstående er godkendt af
Vejleder: Sanne Heidemann-Lehmann
Vejleders underskrift: ____________________________________
Den ansvarlige kliniske leder:
Undertegnede imødekommer hermed ovennævnte ansøgning:
Dato:
Navn:
Stilling:
Underskrift:________________________________
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Bilag 14
Samtykkeerklæring til informanter.
Samtykkeerklæring
This consent applies to interview made on the ____________________________
Education: Occupational therapist, University College Nordjylland
Project: Bachelorproject
Written by: Maiken Kunnerup Nielsen, Mikael Karlsen, Dzenita Bajic, Marie Brund Hansen,
Andrea Bubic.
Purpose of the project:
I confirm to have been informed by the occupational therapy students that:

Participation being voluntary and it is without consequence to say no.

I may at any time pull out from participation.

No information is passed on where my identity will be recognizable.

Participation in the project is without risk.

The interview will be recorded.

The pictures and text from the notebook may be used in the project.

All the people in the pictures will be anonymous.

Confidential information will be deleted after the project is completed.
I hereby give my consent to the interview on the above conditions.
Name: _____________________________________________
Date: _________________
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Bilag 15
Formidling.
Målgruppe
Det er aftalt med asylcenteret, der har været involveret i bachelorprojektet, at der laves en
præsentation fredag 12. juni 2015. Målgruppen for formidlingen bliver centerlederen og andre
interesserede ansatte samt de involverede informanter. Formidlingen vil være åben, hvilket
betyder at alle interesserede beboere på asylcenteret er velkommen.
Form
Formidling af projektets undersøgelse, resultater og konklusion tager udgangspunkt i en
Powerpoint præsentation på engelsk. Præsentationen anvendes til at strukturere formidlingen,
men må ikke være distraherende og vil derfor kun indeholde få stikord og sætninger på hver
slide.
Udgangspunktet er, at præsentationen gennemgås mundtligt på engelsk. Sproget skal være
simpelt, for at sikre at budskabet overbringes forståeligt. Her er specielt tænkt på
informanterne, der alle har et basalt engelskniveau. Ved fremlæggelse af resultaterne, lægges
der op til dialog med de tre involverede informanter for at sikre forståelse og enighed. Fra
starten af formidlingen vil det blive understreget, at det er i orden at stille spørgsmål
undervejs. Jo mere dialog formidlingen stimulerer, jo større er chancen for, at formidlingens
budskab forankres hos modtagerne.
Indhold
Formidlingen vil indeholde en gennemgang af baggrunden for projektet og underbygge dets
relevans. Herefter vil teorien kort beskrives. Fokus vil ligge på at forklare, hvad Occupational
Deprivation er og opdelingen af omgivelserne i fire dele. Efterfølgende vil undersøgelsens
forløb med cultural probes og interviews beskrives og udfordringerne med at bruge disse.
Afslutningsvis gennemgås undersøgelsens resultater og konklusion. Denne del vil også
indeholde en diskussion af resultaterne.
Selvom formidlingen skal være tro mod projektets opbygning, vil hovedparten af indholdet
være koncentreret omkring resultater og konklusion, der er relevant for målgruppen. For at
sikre en forståelse af disse, er det dog nødvendigt at inddrage problembaggrunden, teorien og
metoden i mindre grad.
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