With a focus on improving teacher education, this book offers critical and creative perspectives on diversity in education in the Nordic context. Chapters reflect the experiences, concerns, and needs of teachers and students from primary to higher and teacher education through more inclusive, responsive, and social justice-oriented practices.
With a focus on improving teacher education, this book offers critical and creative perspectives on diversity in education in the Nordic context. Chapters reflect the experiences, concerns, and needs of teachers and students from primary to higher and teacher education through more inclusive, responsive, and social justice-oriented practices.
Vander Tavares is postdoctoral researcher in education at Inland Norway University of Applied Sciences. Thor-André Skrefsrud is professor of education at Inland Norway University of Applied Sciences.
Inhaltsangabe
Introduction Part I: Student Teachers' Intercultural Competences Chapter 1: The More We Know, The More We Feel What We Know Is Limited:" Finnish Student Teachers Engaging with Chinese Students' Ideas About Culture, Language and Interculturality, Ning Chen and Fred Dervin Chapter 2: "We Have Three Common Enemies.": Student Teachers' Perspectives on Existing Prejudice in Danish Multicultural Schools, Artëm Ingmar Benediktsson Chapter 3: Experiential Education, Museums and Student Teachers' Intercultural Learning: Reflections on the Scandinavian Romani Exhibition, Vander Tavares and Thor-André Skrefsrud Chapter 4: Finnish Teacher-students' Mindsets and Intercultural Competences, Meri Häärä, Inkeri Rissanen and Elina Kuusisto Chapter 5: Teacher Education for Inclusion: Preparing Student Teachers at the School of Education in Iceland to Work in Inclusive Multicultural Classrooms, Hafdís Guðjónsdóttir, Jónína Vala Kristinsdóttir, Samúel Currey Lefever and Gunnhildur Óskarsdóttir Part II: Multilingual Learning in Diverse Classrooms Chapter 6: Finnish Teachers' Perspectives on Creating Multilingual Learning Opportunities in Diverse Classrooms, Jenni Alisaari, Mari Bergroth, Raisa Harju-Autti, Leena Maria Heikkola, Salla Sissonen and Heli Vigren Chapter 7: How Do Teachers of Plurilingual Learner's Mother Tongue (PLMT) Implement Culturally Sustaining Pedagogy?, Maija Yli-Jokipii, Inkeri Rissanen and Elina Kuusisto Part III: Identifying Skills and Competences for Future Teachers in Religious Education Chapter 8: Critical Approaches to Religious Diversity in Education: What Skills Do Future Teachers Need? Anuleena Kimanen Chapter 9: Reconceptualizing Non-Confessional Religious Education in Norway from a Freirean Perspective, Thor-André Skrefsrud and Vander Tavares Part IV: Educators Supporting Cultural and Linguistic Diversity Chapter 10: Diversity and Inclusion in Physical Education: Kinesiocultural Exploration as Anti-Oppressive Teaching, Håkan Larsson Chapter 11: Esports: The New "White Boys" Club? Problematizing the Norms Limiting Diversity and Inclusion in an Educational Gaming Context, Fredrik Rusk and Matilda Ståhl Chapter 12: Teaching Towards Transformation: Promoting Multicultural Pedagogy in Iceland Through Reflective Participation, Charlotte Wolff, Renata Emilsson Peskova and Beth Draycott Chapter 13: Opportunities and Challenges in Implementing Culturally and Linguistically Responsive Practices in Preschools in Iceland, Hanna Ragnarsdóttir Part V: Students' and Parents' Encounters with Diversity Chapter 14: Locating Power: Polish Parents' Encounter with Norwegian Education, Agnieszka Iwetta Rasmussen and Jonas Yassin Iversen Chapter 15: Negotiating Knowledge of Sexual and Gender Diversity: A Case Study with Migrant Students in a Swedish Language Course, Anna Winlund Chapter 16: Countering Narratives of Identity and Belonging: Multicultural School Events from a Student Perspective, Shpresa Basha and Thor-André Skrefsrud Chapter 17: The Roles of Migrant Parents in High School as Constructed by Teachers and Students: A "Double-edged Sword", Julia Melnikova About the Authors
Introduction Part I: Student Teachers' Intercultural Competences Chapter 1: The More We Know, The More We Feel What We Know Is Limited:" Finnish Student Teachers Engaging with Chinese Students' Ideas About Culture, Language and Interculturality, Ning Chen and Fred Dervin Chapter 2: "We Have Three Common Enemies.": Student Teachers' Perspectives on Existing Prejudice in Danish Multicultural Schools, Artëm Ingmar Benediktsson Chapter 3: Experiential Education, Museums and Student Teachers' Intercultural Learning: Reflections on the Scandinavian Romani Exhibition, Vander Tavares and Thor-André Skrefsrud Chapter 4: Finnish Teacher-students' Mindsets and Intercultural Competences, Meri Häärä, Inkeri Rissanen and Elina Kuusisto Chapter 5: Teacher Education for Inclusion: Preparing Student Teachers at the School of Education in Iceland to Work in Inclusive Multicultural Classrooms, Hafdís Guðjónsdóttir, Jónína Vala Kristinsdóttir, Samúel Currey Lefever and Gunnhildur Óskarsdóttir Part II: Multilingual Learning in Diverse Classrooms Chapter 6: Finnish Teachers' Perspectives on Creating Multilingual Learning Opportunities in Diverse Classrooms, Jenni Alisaari, Mari Bergroth, Raisa Harju-Autti, Leena Maria Heikkola, Salla Sissonen and Heli Vigren Chapter 7: How Do Teachers of Plurilingual Learner's Mother Tongue (PLMT) Implement Culturally Sustaining Pedagogy?, Maija Yli-Jokipii, Inkeri Rissanen and Elina Kuusisto Part III: Identifying Skills and Competences for Future Teachers in Religious Education Chapter 8: Critical Approaches to Religious Diversity in Education: What Skills Do Future Teachers Need? Anuleena Kimanen Chapter 9: Reconceptualizing Non-Confessional Religious Education in Norway from a Freirean Perspective, Thor-André Skrefsrud and Vander Tavares Part IV: Educators Supporting Cultural and Linguistic Diversity Chapter 10: Diversity and Inclusion in Physical Education: Kinesiocultural Exploration as Anti-Oppressive Teaching, Håkan Larsson Chapter 11: Esports: The New "White Boys" Club? Problematizing the Norms Limiting Diversity and Inclusion in an Educational Gaming Context, Fredrik Rusk and Matilda Ståhl Chapter 12: Teaching Towards Transformation: Promoting Multicultural Pedagogy in Iceland Through Reflective Participation, Charlotte Wolff, Renata Emilsson Peskova and Beth Draycott Chapter 13: Opportunities and Challenges in Implementing Culturally and Linguistically Responsive Practices in Preschools in Iceland, Hanna Ragnarsdóttir Part V: Students' and Parents' Encounters with Diversity Chapter 14: Locating Power: Polish Parents' Encounter with Norwegian Education, Agnieszka Iwetta Rasmussen and Jonas Yassin Iversen Chapter 15: Negotiating Knowledge of Sexual and Gender Diversity: A Case Study with Migrant Students in a Swedish Language Course, Anna Winlund Chapter 16: Countering Narratives of Identity and Belonging: Multicultural School Events from a Student Perspective, Shpresa Basha and Thor-André Skrefsrud Chapter 17: The Roles of Migrant Parents in High School as Constructed by Teachers and Students: A "Double-edged Sword", Julia Melnikova About the Authors
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