Welfare work and the problem of difference: Ethical Reflexivity and Caring for Refugee Children in Danish Daycare Institutions

This chapter critically examines a number of ethical dilemmas at stake for professionals working with refugee children and families in Denmark within the field of early childhood education. While national guidelines promote diversity by framing cultural differences as valuable resources, integration policies often result in efforts aimed at assimilation. The chapter explores how everyday ethical judgements and practices of welfare professionals are shaped by an implicit culture of equality that paradoxically enforces homogeneity. In practice, differences are rarely valued, and the concept of “concern” is analysed to show how well-intentioned care can transform into “coercive concern”, inadvertently marginalizing those it intends to support. Empirical examples from Danish daycare institutions illustrate how structural and interpersonal dynamics – anchored in hierarchical conceptions of race and ethnicity – influence the treatment of refugee children and their families. Alternative strategies emphasizing dialogue, empathy and self-reflection are proposed to foster genuine inclusion. In conclusion, the chapter proposes sustained ethical engagement and intercultural pedagogical practices as essential means for overcoming integration paradoxes and creating more inclusive educational environments.