What can we learn from successful multicultural teaching practices in three compulsory schools?

• Main Authors: Ólafsdóttir, Guðlaug, Ragnarsdóttir, Hanna, Hansen, Börkur
• Format: Article in Journal/Newspaper
• Language: Icelandic
• Published: Icelandic Journal of Education 2015
• Subjects: Multicultural education; school structure; equity; empowerment; Fjölmenningarlegt skólastarf; skipulag; jöfnuður; valdefling; Iceland
• Online Access: https://ojs.hi.is/uppmennt/article/view/2025

In recent years, the number of immigrant students has increased considerably in compulsory schools in Iceland. Research shows that the achievement of these students on comprehensive national examinations is relatively low (Almar M. Halldórsson, Ragnar F. Ólafsson, Óskar H. Níelsson and Júlíus K. Björnsson, 2010). It is accordingly of interest to examine successful multicultural schools, i.e. their values, teaching emphasis and structure. What are the major factors in multicultural schools that contribute the most to helping all students to function effectively? Multicultural education incorporates the idea that all students, regardless of their gender, language and social class and their ethnic, religious, racial, or cultural characteristics, should experience educational equality. Scholars claim that students can best achieve control of their lives and situation if the school environment is characterised by democracy and empowerment. Culturally responsive pedagogy is also claimed to be necessary in empowering diverse students (Banks, 2010; Nieto, 2010). Data was collected from three schools, two in the capital Reykjavik, Iceland, and one in London, England. Immigrant students were in large numbers in all these schools and the schools had all developed effective working procedures to meet their needs. The ratio of the immigrant students was 20%, 40% and 80% in the schools. A number of teachers in all these schools were interviewed, as well as school managers. In all cases school managers were interviewed first – one manager at each school. They were asked to suggest teachers to interview, i.e. teachers with considerable experience at their schools in working with immigrant students. Thirteen teachers were interviewed. Home pages and other written documents were also examined from all the schools. The data collection took place April to June 2010. In the data collection, an emphasis was placed on trying to discover what contributed the most to helping the immigrant students to function effectively. The findings ...