What can we learn from successful multicultural teaching practices in three compulsory schools?
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. Bjö...
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fticelandunivojs:oai:ojs.pkp.sfu.ca:article/2025 2023-08-20T04:07:26+02:00 What can we learn from successful multicultural teaching practices in three compulsory schools? Hvað má læra af farsælli reynslu þriggja grunnskóla af fjölmenningarlegu starfi? Ólafsdóttir, Guðlaug Ragnarsdóttir, Hanna Hansen, Börkur 2015-09-21 application/pdf https://ojs.hi.is/index.php/uppmennt/article/view/2025 isl ice Icelandic Journal of Education Uppeldi og menntun https://ojs.hi.is/index.php/uppmennt/article/view/2025/1019 https://ojs.hi.is/index.php/uppmennt/article/view/2025 Copyright (c) 2015 Uppeldi og menntun Icelandic Journal of Education; Vol. 21 No. 1 (2012): Uppeldi og menntun Uppeldi og menntun; Bnd. 21 Nr. 1 (2012): Uppeldi og menntun 2351-4418 1022-4629 Multicultural education school structure equity empowerment Fjölmenningarlegt skólastarf skipulag jöfnuður valdefling info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2015 fticelandunivojs 2023-08-01T12:29:09Z 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 ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals |
institution |
Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
Multicultural education school structure equity empowerment Fjölmenningarlegt skólastarf skipulag jöfnuður valdefling |
spellingShingle |
Multicultural education school structure equity empowerment Fjölmenningarlegt skólastarf skipulag jöfnuður valdefling Ólafsdóttir, Guðlaug Ragnarsdóttir, Hanna Hansen, Börkur What can we learn from successful multicultural teaching practices in three compulsory schools? |
topic_facet |
Multicultural education school structure equity empowerment Fjölmenningarlegt skólastarf skipulag jöfnuður valdefling |
description |
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 ... |
format |
Article in Journal/Newspaper |
author |
Ólafsdóttir, Guðlaug Ragnarsdóttir, Hanna Hansen, Börkur |
author_facet |
Ólafsdóttir, Guðlaug Ragnarsdóttir, Hanna Hansen, Börkur |
author_sort |
Ólafsdóttir, Guðlaug |
title |
What can we learn from successful multicultural teaching practices in three compulsory schools? |
title_short |
What can we learn from successful multicultural teaching practices in three compulsory schools? |
title_full |
What can we learn from successful multicultural teaching practices in three compulsory schools? |
title_fullStr |
What can we learn from successful multicultural teaching practices in three compulsory schools? |
title_full_unstemmed |
What can we learn from successful multicultural teaching practices in three compulsory schools? |
title_sort |
what can we learn from successful multicultural teaching practices in three compulsory schools? |
publisher |
Icelandic Journal of Education |
publishDate |
2015 |
url |
https://ojs.hi.is/index.php/uppmennt/article/view/2025 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Icelandic Journal of Education; Vol. 21 No. 1 (2012): Uppeldi og menntun Uppeldi og menntun; Bnd. 21 Nr. 1 (2012): Uppeldi og menntun 2351-4418 1022-4629 |
op_relation |
https://ojs.hi.is/index.php/uppmennt/article/view/2025/1019 https://ojs.hi.is/index.php/uppmennt/article/view/2025 |
op_rights |
Copyright (c) 2015 Uppeldi og menntun |
_version_ |
1774719049945579520 |