Critical and Creative Engagements with Diversity in Nordic Education

Vander Tavares is postdoctoral researcher in education at Inland Norway University of Applied Sciences Thor-André Skrefsrud is professor of education at the Faculty of Education at Inland Norway University of Applied Sciences.

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