Immigrant Students’ Experiences of Teaching Methods and the Education Process at Three Different Universities in Iceland

The paper emphasizes the importance of implementing culturally responsive teaching methods which can improve the quality of education in universities with diverse student populations. It is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in...

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Bibliographic Details
Published in:Nordic Journal of Comparative and International Education (NJCIE)
Main Authors: Artem Ingmar Benediktsson, Anna Katarzyna Wozniczka, Anh Dao Katrín Tran, Hanna Ragnarsdóttir
Format: Article in Journal/Newspaper
Language:English
Norwegian
Published: OsloMet — Oslo Metropolitan University 2019
Subjects:
Online Access:https://doi.org/10.7577/njcie.2850
https://doaj.org/article/3c281999394c43bba9d810f6b45f2691
Description
Summary:The paper emphasizes the importance of implementing culturally responsive teaching methods which can improve the quality of education in universities with diverse student populations. It is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework of the research includes multicultural education theory (Banks & Banks, 2010) and critical multicultural studies (Parekh, 2005), which focus on analysing the position of minority groups in societies with special attention to their access to education. The paper presents findings concerning the participants’ experiences of the education process and their perspectives on culturally responsive teaching methods (Gay, 2000), as well as highlighting the importance of creating an atmosphere of trust and power sharing in the classroom. The findings are relevant for educational institutions that emphasize the importance of multicultural education and that pay special attention to providing equal rights to education to everyone regardless of their origin.