Engaging with equality : faculty interpretations of the University of Iceland’s equality checklist and action plan

• Main Author: Alexandre Amaral da Silva 1983-
• Other Authors: Háskóli Íslands
• Format: Thesis
• Language: English
• Published: 2019
• Subjects: Meistaraprófsritgerðir; Eigindlegar rannsóknir; Jafnréttismál; International Studies in Education; Equality; Varpa; Iceland
• Online Access: http://hdl.handle.net/1946/34541

Through qualitative research using inductive grounded theory as methodology, holding a transformative worldview, and by conducting twelve in-depth semi-structured interviews and analysing the transcripts the researcher has investigated the current attitudes of the teaching staff at the University of Iceland concerning two of the currently existing documents that regard equality dimension issues that have been officially published by the University of Iceland. These documents are the Checklist for the Integration of the Equality Dimension in teaching at the university and the University of Iceland Equality Action Plan 2018-2020. Through interviews with an equal number of academic tutors from both the School of Social Sciences and the School of Engineering and Natural Sciences, and an equal number of males and females, the researcher conducted empirical enquiry exploring how faculty at the University of Iceland relate, address and think of privilege and oppression and how they regard the social power dynamics that they themselves and others of different backgrounds sustain. The examination sought to elucidate how teachers understand the concept of equality and how they enact its issues. The researcher consequently explored how privilege plays a role in the relations between an increasingly diverse student body and different teaching practices. The researcher expects to add to the existing literature by exploring the existing notions of equality in academia in the Icelandic context. Með eigindlegri rannsókn, aðleiðsluaðferð grundaðrar kenningar og umbreytandi heimssýn að leiðarljósi, ræddi rannsakandi við einstaklinga sem starfa við kennslu við Háskóla Íslands í gegnum tólf hálflkokuð djúpviðtöl og skoðaði gildandi viðhorf meðal þessa hóps til forréttinda og undirokunar og þess félagslega valdatafls sem þau sjálf, ásamt öðrum með annan bakgrunn, eiga þátt í að móta og viðhalda. Rannsóknin hafði það að markmiði að varpa ljósi á skilning kennara á hugtakinu um fjölbreytileika og hvernig þau innleiða málefni á sviði ...