| 1. |
- Adwan, Sami, et al.
(author)
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Holocaust education and the Palestinian cause: young Palestinian people in Sweden, and their perceptions of Holocaust education
- 2021
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In: Intercultural Education. - : Informa UK Limited. - 1467-5986 .- 1469-8439. ; 32:1, s. 17-31
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Journal article (peer-reviewed)abstract
- The paper investigates the experiences, perceptions and responses of immigrants with a Palestinian background in relation to learning about the Holocaust and the Palestinian cause in Swedish schools and visiting Holocaust sites. Data were collected from 50 immigrant students using audio-recorded and open-structured interviews. The results indicate that most informants had learned about the Holocaust in various classes, through readings, discussions and assignments, but very little about the Palestinian cause in textbooks or in school activities. The majority of informants were never asked to take part in Holocaust site visits, but if they were to be asked, 84% were willing make such visits. The majority of informants expressed sympathy with Holocaust victims, but they were not satisfied, as they felt there was too much focus on the Holocaust and too little on the Palestinian cause. This lived experience of imbalance between the two subjects resulted in reluctant attitudes towards Holocaust education among the Palestinian pupils, but this should not mainly be understood as a result of anti-Semitic sentiments among them. The results indicate that Holocaust education in Swedish schools among youngsters with a Palestinian background can hardly be treated separately from the question of the Israeli and Palestinian conflict.
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| 2. |
- Anderstaf, Susanna, 1964-, et al.
(author)
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‘Sometimes we have to clash’ : how preschool teachers in Sweden engage with dilemmas arising from cultural diversity and value differences
- 2021
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In: Intercultural Education. - : Taylor & Francis. - 1467-5986 .- 1469-8439. ; 32:3, s. 296-310
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Journal article (peer-reviewed)abstract
- The research presented in this paper explores how preschool teachers in Sweden negotiate tensions stemming from perceived cultural dilemmas among themselves, the children they work with, and the children´s parents or guardians. The aim in characterising this process of negotiation is to expand knowledge about how to adapt pedagogically to the increasing diversity of the preschool sector in Sweden. The study is based on focus group interviews with preschool teachers who work in schools where nearly 70% of the children are newly arrived immigrants or have parents or guardians who were born in a country other than Sweden. The interview data were subjected to a thematic analysis. Three themes emerged: Circumventing conflicts by keeping preschool peaceful; Culture as a barrier and opportunity for dealing with dilemmas; and engaging with conflicts as a means of developing the preschool profession. The themes are discussed in relation to Gert Biesta’s concepts of the rational community and the community of those who have nothing in common.
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| 3. |
- Avery, Helen
(author)
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The role of the school library : Reflections from Sweden
- 2014
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In: Intercultural Education. - London : Informa UK Limited. - 1467-5986 .- 1469-8439. ; 25:6, s. 497-507
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Journal article (peer-reviewed)abstract
- Libraries are critical learning spaces and may play a significant role in intercultural education initiatives, particularly in Sweden where the national curriculum ascribes central functions to libraries for learning activities. Unfortunately, the ways in which teachers and librarians may collaborate to leverage mutual resources is not fully understood. This article uses Pirjo Lahdenperä’s model of intercultural education development to consider the case of a small school library in a highly diverse urban neighbourhood. Although public libraries in Scandinavia can support intercultural educational values by addressing individual needs and complementing curriculum-based teaching, the development of new teaching practices requires additional guidance as well as institutional support.
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| 4. |
- Berglund, Jenny, 1968-, et al.
(author)
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Qur’anic education and non-confessional RE : an intercultural perspective
- 2019
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In: Intercultural Education. - : Informa UK Limited. - 1467-5986 .- 1469-8439. ; 30:3, s. 323-334
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Journal article (peer-reviewed)abstract
- This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its ‘inclusive’ form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two often seemingly disparate institutions. A further aim is to place our findings within the growing field of intercultural education. Though both types of education are often thought to be distinct and oppositional – the former as non-confessional and ‘modern’, the latter as confessional and ‘outmoded’ – both English and Swedish students were able to identify a degree of symbiosis between the two, particularly in relation to the process of memorisation. Thus, it became increasingly clear to the researchers that Muslim student reflection on their participation in both traditions of education had an intercultural dimension in the sense of encouraging dialogue and discussion across educational cultures prompting new knowledge and understanding. This article lays out some of the evidence for this conclusion.
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| 5. |
- Bjuhr, Åsa, 1973-, et al.
(author)
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Polarisation and marginalisation – discourses on Sami as L1 mother tongue instruction in syllabus, and media debate
- 2024
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In: Intercultural Education. - : Taylor & Francis. - 1467-5986 .- 1469-8439. ; 35:1, s. 62-77
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Journal article (peer-reviewed)abstract
- In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in the educational system, and political ideologies. This study maps the discourses in the syllabus for Sami as L1 mother tongue for preschool class – Year 9, and mother tongue instruction in media debate 2016–2022. It problematises the educational implications of the language ideologies and tensions in the material. While Sami is accorded the status as mother tongue, it does not have the same status as Swedish or even Modern languages. Mother tongue instruction is promoted as the foundation for learning other languages, and multilingualism as an asset for Sweden as a country, and for the individual. The quality of mother tongue instruction is criticised by Sami and other minorities, as well as by those perceiving mother tongue instruction as a threat to assimilation.
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| 6. |
- Bohlin, Henrik, 1961-
(author)
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Bildung and intercultural understanding
- 2013
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In: Intercultural Education. - London : Routledge. - 1467-5986 .- 1469-8439. ; 24:5, s. 391-400
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Journal article (peer-reviewed)abstract
- The concept of Bildung, sometimes translated as self-cultivation, is at the core of an influential tradition of educational thought. What is the relation between Bildung and interculturality? Drawing on Wilhelm von Humboldt and Hans-Georg Gadamer, and on so-called transformative learning theory, Bildung is interpreted as a process of transforming one’s meaning perspective in encounters with others. A meaning perspective is a set of largely implicit presuppositions underlying one’s habitual ways of thinking, feeling, and acting. Confrontation with alternative perspectives can be an opportunity to become aware of one’s own perspective, to critically assess it and to transform it. Thus conceived, Bildung is closely related to interculturality.
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| 7. |
- Chronaki, Anna, et al.
(author)
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Number words in ‘her’ language, dialogism and identity-work : the case of little Mariah
- 2016
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In: Intercultural Education. - : Routledge. - 1467-5986 .- 1469-8439. ; 27:4, s. 352-362
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Journal article (peer-reviewed)abstract
- Based on an ethnographic study, we explore the potential of experimenting with multiple languages for number words as part of young children's mathematical activity. Data from a preschool classroom activity on number words in 'other' languages exemplify a complex process of discursive identity-work and dialogism amongst children, parents, teachers and researchers. The focus is on the case of little Mariah, a Pakistani immigrant girl in greece, who experiences participation by sharing number knowledge in her mother tongue Urdu, and highlights how gendered, racial or language-related discourses weave her learner identity in a multilingual preschool classroom.
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| 8. |
- Elmeroth, Elisabeth
(author)
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Student attitudes towards diversity in Sweden
- 2009
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In: Intercultural Education. - : Informa UK Limited. - 1467-5986 .- 1469-8439. ; 20:4, s. 333-344
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Journal article (peer-reviewed)abstract
- The aim of the research reported in this paper was to study and analyse student attitudes towards ethnic diversity and their expectations regarding the school in creating positive attitudes. The results show that the majority of the students embrace a positive attitude towards multicultural society. However, this attitude varies when the variables of gender and tracking level are examined. Most students support a strong stand for taking an active approach against racism in school. There is an undertone of an appeal to teachers to remove flyers and other signs of discrimination and racism. Students with a negative or monocultural attitude need teachers who can act as active role models in creating a multicultural attitude.Den forskning som rapporteras i föreliggande artikel syftade till att studera och analysera elevers attityder till etniska relationer samt deras förväntningar på skolans roll med avseende på skapandet av positiva attityder. Resultatet visar att majoriteten av eleverna har en positiv inställning till det multikulturella samhället. Denna attityd varierar emellertid mellan olika grupper beroende på kön och studieinriktning. Majoriteten tar stark ställning för en aktiv hållning mot rasism från skolan. Det finns en underton av vädjan till lärarna att hjälpa till att få bort flygblad och andra tecken på diskriminering och rasism. Elever som har en negativ eller monokulturell attityd behöver lärare som kan vara aktiva förebilder för i skapandet av en multikulturell attityd.
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| 9. |
- Filippou, Kalypso, et al.
(author)
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Students’ views on thesis supervision in international master’s degree programmes in Finnish universities
- 2017
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In: Intercultural Education. - : Routledge. - 1467-5986 .- 1469-8439. ; 28:3, s. 334-352
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Journal article (peer-reviewed)abstract
- This paper employs an intercultural perspective to examine students’ views on master’s thesis supervision and the roles and responsibilities of supervisors and students. The 302 respondents who answered the online questionnaire were enrolled in international master’s degree programmes in four Finnish universities. The study revealed asymmetric views by students regarding the division of responsibilities between themselves and their supervisors. It was found that very few students and supervisors discuss the differences in study cultures between Finland and students’ countries of origin, their cultural backgrounds or the aspects of Finnish society that students do not understand. The research suggests that supervisors and students need to conduct early discussions on supervision and culture.
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| 10. |
- Flensner, Karin K, 1973-, et al.
(author)
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Being safe from what and safe for whom? : A critical discussion of the conceptual metaphor of "safe space"
- 2019
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In: Intercultural Education. - : Informa UK Limited. - 1467-5986 .- 1469-8439. ; 30:3, s. 275-288
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Journal article (peer-reviewed)abstract
- Safe space, used in educational settings as a metaphor,stresses the importance of the classroom being a learningenvironment characterised by respect and safety. Based onexamples from Swedish and Norwegian classroom research,this article problematises and discusses the complexity inthe discourse on safe space by asking the critical questions:Being safe from what? – and safe for whom? Related to theconcept of safe space are questions about what possibly canmake the classroom an unsafe place. In addition to varioustypes of intimidation, harassment and attacks, discussionsabout certain issues and topics can, for various reasons, beperceived as threatening. The school is part of society, andin an increasingly polarised climate, controversial issues incontemporary society will often be perceived as controversial in classroom practice. In this sense, instead of givingstudents false promises of being safe in the ReligiousEducation (RE) classroom, the concept 'classroom of disagreement' may be a useful metaphor, since it makes itexplicitly clear that disagreements exist and are part of life
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