Working together for the inclusion of immigrant pupils A case study of a rural community in Iceland
Global migration brings new challenges and opportunities for schools, as they are becoming more diverse in terms of pupils’ mother tongues, ethnicities, religions, and sociocultural resources. In case of Iceland, this is a relatively new reality. While there has been some research with immigrant pup...
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University of Aberdeen, School of Education
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Online Access: | https://doi.org/10.26203/hbxt-e765 |
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fttriple:oai:gotriple.eu:oai:doaj.org/article:2460f5fcf2b74178ac8e2c85e78e842c 2023-05-15T16:46:50+02:00 Working together for the inclusion of immigrant pupils A case study of a rural community in Iceland Hafdis Guõjónsdótti Anna Katarzyna Wozniczka 2019-12-01 https://doi.org/10.26203/hbxt-e765 en other eng University of Aberdeen, School of Education 0424-5512 2398-0184 https://doi.org/10.26203/hbxt-e765 undefined Education in the North, Vol 26, Iss 2, Pp 18-36 (2019) immigrants rural school inclusion participation local agency anthro-se edu Journal Article https://vocabularies.coar-repositories.org/resource_types/c_6501/ 2019 fttriple https://doi.org/10.26203/hbxt-e765 2023-01-22T18:19:24Z Global migration brings new challenges and opportunities for schools, as they are becoming more diverse in terms of pupils’ mother tongues, ethnicities, religions, and sociocultural resources. In case of Iceland, this is a relatively new reality. While there has been some research with immigrant pupils internationally, most studies focus on urban areas. This article reports on a case study in a rural compulsory school in Iceland. The research question was: How does a rural school understand and work for inclusion and participation of immigrant pupils? Indepth interviews with immigrant pupils and their teachers together with observations were applied. The simultaneous thematic analysis included coding of the data and sorting it into themes by discovering recurrent routines and interaction patterns. The concepts of inclusion and local agency were used as a theoretical framework. Findings suggest that teachers are the key agents in inclusion of immigrant pupils. Despite lack of extensive experience or special agenda regarding immigrant pupils, the teachers and school principal manage to involve all pupils in the process of learning. Moreover, the support of local municipality and caring relations with the school personnel have a positive impact on pupils’ feeling of belonging and encourage their participation. Article in Journal/Newspaper Iceland Unknown |
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immigrants rural school inclusion participation local agency anthro-se edu |
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immigrants rural school inclusion participation local agency anthro-se edu Hafdis Guõjónsdótti Anna Katarzyna Wozniczka Working together for the inclusion of immigrant pupils A case study of a rural community in Iceland |
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immigrants rural school inclusion participation local agency anthro-se edu |
description |
Global migration brings new challenges and opportunities for schools, as they are becoming more diverse in terms of pupils’ mother tongues, ethnicities, religions, and sociocultural resources. In case of Iceland, this is a relatively new reality. While there has been some research with immigrant pupils internationally, most studies focus on urban areas. This article reports on a case study in a rural compulsory school in Iceland. The research question was: How does a rural school understand and work for inclusion and participation of immigrant pupils? Indepth interviews with immigrant pupils and their teachers together with observations were applied. The simultaneous thematic analysis included coding of the data and sorting it into themes by discovering recurrent routines and interaction patterns. The concepts of inclusion and local agency were used as a theoretical framework. Findings suggest that teachers are the key agents in inclusion of immigrant pupils. Despite lack of extensive experience or special agenda regarding immigrant pupils, the teachers and school principal manage to involve all pupils in the process of learning. Moreover, the support of local municipality and caring relations with the school personnel have a positive impact on pupils’ feeling of belonging and encourage their participation. |
format |
Article in Journal/Newspaper |
author |
Hafdis Guõjónsdótti Anna Katarzyna Wozniczka |
author_facet |
Hafdis Guõjónsdótti Anna Katarzyna Wozniczka |
author_sort |
Hafdis Guõjónsdótti |
title |
Working together for the inclusion of immigrant pupils A case study of a rural community in Iceland |
title_short |
Working together for the inclusion of immigrant pupils A case study of a rural community in Iceland |
title_full |
Working together for the inclusion of immigrant pupils A case study of a rural community in Iceland |
title_fullStr |
Working together for the inclusion of immigrant pupils A case study of a rural community in Iceland |
title_full_unstemmed |
Working together for the inclusion of immigrant pupils A case study of a rural community in Iceland |
title_sort |
working together for the inclusion of immigrant pupils a case study of a rural community in iceland |
publisher |
University of Aberdeen, School of Education |
publishDate |
2019 |
url |
https://doi.org/10.26203/hbxt-e765 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Education in the North, Vol 26, Iss 2, Pp 18-36 (2019) |
op_relation |
0424-5512 2398-0184 https://doi.org/10.26203/hbxt-e765 |
op_rights |
undefined |
op_doi |
https://doi.org/10.26203/hbxt-e765 |
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1766036938712678400 |