The Education of Students with Immigrant Background in Iceland: Parents’ and Teachers’ Voices

Gunnþórsdóttir, Hermína; Barillé, Stéphanie; Meckl, Markus

doi:10.1080/00313831.2017.1415966

Cited by 9 publications

(9 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Immigrant Student Achievement and Education Policy in Finland [30] 5. Learners with immigrant backgrounds within Finnish education system -Evaluation on the access to education and the support during studies [4] 6. The educational tracks and integration of immigrants -problematic areas and proposals for actions [31] Social Sciences 7.…”

Section: Published Articlesmentioning

confidence: 99%

“…In Iceland, the research findings revealed that teachers are unsupported in their quest for understanding and managing multicultural education and that the Icelandic school system challenges foreign parents' understanding of school as a traditional place for learning. It is suggested, that addressing the lack of collaboration and discussion between both parties on students' needs and parents' expectations could improve the education of immigrant students [4]. How does the Tanzania education system, especially the international schools support teachers in their quest for understanding and managing multicultural education, involving children from different European and African countries, and from different gender, age and races?…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

Ojwang

2021

Eureka: SH

View full text Add to dashboard Cite

This is a comparative ethnographic research, comparing the primary school level migrant learners’ performance in the learning of the national language of the host countries in Finland and Tanzania. A response from nine teachers, drawn from Tanzanian International Schools, attended by expats’ children, was collected through structured interviews. Additionally, two In-Depth Interviews, targeting Tanzanian Swahili teachers at the international schools, was conducted using the narration approach. The study uses MAXQDA to comparatively analyze the findings of fourteen research articles on immigrant pupils’ learning challenges of the Finnish language as a second language in Finland, and gathered information from this study’s survey is used to analyze the use of Kiswahili as a second language in Tanzania. The research focuses on a comparative analysis of the learning and use of official languages of the host countries as second languages, used in facilitating learning among primary school learners. In Finland, the official language analyzed is Finnish, whereas in Tanzania, the official language analyzed is Kiswahili. The International schools in Tanzania offer Kiswahili lessons to all learners in primary school as guided by national education policy, whereas all public and international schools in Finland offer Finnish lessons for all learners under the education policy. The responses in both Finland and Tanzania are deconstructed qualitatively to illuminate the similarities and differences between European migrant learners and African migrant learners using a second language for learning, and to further deconstruct the nuanced epistemological injustice against minorities. The theories in this research are derived using the grounded theory approach.

show abstract

Section: Published Articlesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

Ojwang

2021

Eureka: SH

View full text Add to dashboard Cite

show abstract

“…Studies from the Nordic contexts have highlighted that below-average school performance makes it difficult for the migrant background youth to attach to education (Jonsson & Rudolphi 2011;Kilpi-Jakonen 2011;Lindblad 2016;Lundahl & Olofsson 2014). Nordic studies also show that the choice-making processes are affected by family background factors (ethnicity and socioeconomics) (Gunnþórsdóttir, Barillé & Meckl 2018;Hegna & Smette 2017). Nevertheless, so far in Finland, the research conducted on migrant background students has not concentrated on the gendered effectsespecially migrant girls have been omitted from the research focus.…”

Section: Introductionmentioning

confidence: 99%

Facing Uncertainty yet Feeling Confident: Teenage Migrant Girls’ Agencies in Upper Secondary School Transitions

Mäkelä

Kalalahti

2018

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

This article concentrates on the transition from comprehensive school to the upper secondary level from the viewpoint of migrant background girls. Emphasis is on understanding the bounded agency and the ways in which gender and family background are expressed in the modalities of the agency. Previous studies show that ethnic minorities have more difficulties in school, and they continue to higher education less frequently than the majority of students. We are interested in the aspirations of migrant background girls (n = 34) concerning their post-comprehensive transition. Our focus is on the experienced agency during the last year of comprehensive school. Our research questions are: What kinds of modalities do migrant background girls use when considering their educational choices? How do these modalities reflect their bounded agency? The study shows that although the experienced agency is universal among the age group, there are specific ethnic and gender connotations.

show abstract

“…Ein Good-Practice-Beispiel aus Island zeigt Kooperationsmöglichkeiten mit Eltern respektive Obsorgepersonen auf, indem diese bei der Entwicklung von Lernmaterial miteinbezogen werden, um einen niederschwelligen Zugang zur isländischen Sprache zu schaffen sowie eine Übertragung von schulischem Lernen ins Private zu ermöglichen. Diese Kooperation unterstützt Lern-und Bildungsprozesse für Kinder sowie eine Förderung der Beziehungen zwischen Eltern/Obsorgepersonen und dem Lehrpersonal (vgl Gunnþórsdóttir, Barillé & Meckl 2018;. Guo-Brennan & Guo-Brennan 2019, 84).…”

unclassified

“…Zudem konnte ein Wunsch nach (mehr) finanzieller Förderung identifiziert werden. Lehrkräfte fühlen sich oftmals in ihrem Engagement für geflüchtete Kinder ohne institutionelle, finanzielle und politische Unterstützung alleingelassen (vgl Alpagu et al 2019;Bačáková & Closs 2013;Gunnþórsdóttir et al 2018;. Guo-Brennan & Guo-Brennan 2019, 77).…”

unclassified

Lebenswelt(en der) Schule. Internationale Perspektiven zur Inklusion von Schüler*innen mit Fluchterfahrungen. Eine Perspektive aus der Praxis

Möhlen¹,

Deiß²,

Singh³

et al. 2021

Grenzen. Gänge. Zwischen. Welten. Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung

View full text Add to dashboard Cite

The Education of Students with Immigrant Background in Iceland: Parents’ and Teachers’ Voices

Cited by 9 publications

References 17 publications

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions

Facing Uncertainty yet Feeling Confident: Teenage Migrant Girls’ Agencies in Upper Secondary School Transitions

Lebenswelt(en der) Schule. Internationale Perspektiven zur Inklusion von Schüler*innen mit Fluchterfahrungen. Eine Perspektive aus der Praxis

Contact Info

Product

Resources

About