Abstract
In Norway, legislation requires consideration of a child’s culture in all phases of child welfare work. Through a quantitative content analysis of 285 child welfare expert assessment reports, the authors explored experts’ utilisation of a cultural perspective, comparing reports concerning immigrant and non-immigrant background children. They found that experts were rarely instructed to employ a cultural perspective but do so more frequently in reports concerning immigrant than non-immigrant background children. They found little evidence of critical reflection and interpreters were used rarely. The article discusses the possible explanations for and implications of a limited cultural perspective in child welfare expert assessments.
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