This paper investigates an encounter in a multilingual welfare setting where a child with migration experiences is the rights holder. The empirical basis is a story told by the interpreter Nour, about an encounter at a youth clinic. The analysis is guided by the concept of linguistic (in)justice. Findings show that linguistic injustices are a result of the reproduction of monolingual mindsets and linguistic paternalism in the intersection of layers of power asymmetries when welfare professionals do not let the child client talk, when adults talk on the child’s behalf, and the speakers give priority to the majority language on behalf of the language that the child speak. These findings suggest that professionals and policymakers must recognise the special conditions of a multilingual setting and children as a particular group of language rights holders.

Meeting social need is usually associated in social policy with the provision of benefits and public services, and the role of taxation often confined to an acknowledgement of its revenue-raising function for the purpose of funding them. Against a backdrop of multiple concurrent challenges shared by many high-income societies, including inadequate social care for an ageing population and unprecedented waiting lists for health care, the UK’s experience of the short-lived Health and Social Care Levy is used as a case study to reveal how the relationship between taxation and social need is complex, mediated by a range of factors, and how these contributed to its abolition. The article proposes five different relationships between taxation and social need evident in the story of the rise and fall of the Levy.

This paper investigates the intricate interplay between tax expenditures (TEs) and social policy. Leveraging the Global Tax Expenditures Database (GTED), we carry out the first data-driven comparative assessment of direct spending and TEs for social welfare across countries to shed light on this often-overlooked aspect of fiscal policy. Our research reveals prevalent TE usage for social purposes and substantial costs in terms of revenue forgone worldwide, averaging over 1 per cent of Gross Domestic Product (GDP) and 6 per cent of tax revenue. Our analysis showcases varying strategies employed by countries, particularly emphasizing the reliance of high-income economies on TEs granted through personal income taxes, and low/middle-income countries predominantly using value-added tax-related TEs for social objectives. Our results also highlight the importance of functions such as housing in contributing significantly to social spending through TEs with the ratio tax expenditure/direct spending reaching roughly 365 per cent in the US and 203 per cent in France. Hence, our study underlines the necessity for meticulous evaluation and efficient design of TEs to better align TE regimes with governments social policy objectives as well as to minimise unintended social or economic consequences.

While previous research has highlighted the significant role of language in conditioning migrants’ access to key institutions of the welfare state, the question of how individual migrants experience linguistic disadvantage has been less in focus. Drawing on a relational approach, the article moves beyond the idea of language barriers as a static structure of (in)equality or a matter of individual shortcomings. It demonstrates how language policies and language ideologies, and their entanglements with more general trends in welfare policies and ideologies, shape migrants’ relational experiences with the welfare states and their representatives, and what are the implications of such interactions – or the lack of interaction. Empirically, it builds on qualitative data collected in Belgium and Finland, showing how language barriers and discrimination can result in Kafkaesque administrative processes that produce both material and affective hardship for migrants in these national contexts.

Throughout this themed section we have examined a number of key social policy challenges in relation to the role that taxation measures and choices play, or can play, in shaping responses to them. The following is a list of learning and research resources on topics that are central to these themes. For the most part, we have focused on recently published contributions.

Guided by Pierre Bourdieu’s theoretical approaches of symbolic capital and symbolic violence, this article examines the everyday mechanisms of ‘otherising’ language practices in schools that reinforce racism against marginalised youths in Sweden. The empirical material is based on focus group discussions and individual in-depth interviews with youths with migrant backgrounds in Sweden. The stories told by the participants in this study indicate how young people with immigrant backgrounds are discursively racialised and otherised as a group that does not belong to Swedish society, through the articulation of negative opinions, attitudes, and ideologies as part of established colonial discourses. It is argued that the marginalisation of migrants in Sweden, which is a consequence of social policy, has even resulted in utilisation of a marginalised language — one that deviates from the majority language in several different ways.

This article explores the effects of language hierarchies within SFI (Swedish for Immigrants) and LINC (Language Instruction for Newcomers to Canada) national integration programmes and how discourses of civic integrationism framed around monolingualism and neoliberalism position adult migrant students in the liminal spaces between belonging and othering. Based on research findings obtained during multiple case study fieldwork in Finland and Canada, I examine the underlying norms and subtexts upon which practices of host language acquisition are founded. How students are positioned depends greatly on who serves as an arbiter over which expressions of linguistic diversity are deemed beneficial or obstructive to integration. Migrant liminality within integration educations could be debilitating while simultaneously fostering resistance in transgressing and reimagining essentialist integration policy and pedagogical goals, thus creating opportunities for transformation.