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Dr. Katarina Norberg: Intercultural Education in Turbulent Times. Challenges and possibilities

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International conference "Integration Challenges in Radicalizing World", 29-30 November 2016 in Tallinn, Estonia. More presentations: www.misakonverents.ee

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Dr. Katarina Norberg: Intercultural Education in Turbulent Times. Challenges and possibilities

  1. 1. Intercultural Education in Turbulent Times. Challenges and possibilities Associate Professor Katarina Norberg Centre for Principal DevelopmentUmeå University, Umeå, Sweden International conference „Integration Challenges in a Radicalizing World“ 29 – 30 November 2016, Tallinn, Estonia
  2. 2. Intercultural Education in Turbulent Times. Challenges and possibilities Associate Professor Katarina Norberg Centre for Principal Development Umeå University, Umeå Sweden katarina.norberg@umu.se
  3. 3. Sweden – a multicultural society • Long history of immigration Asylum seekers 2013, 2014, 2015 and 2016 katarina.norberg@umu.se
  4. 4. National steering documents • School Act and curricula based on democratic values that emphasizes all students’ right to equal education • Teaching must consider children and pupils of different needs. They shall be given support and stimulus to promote their development. The ambition is to outbalance the children’s and students different prerequisites to profit by the teaching (School Act, 2010) katarina.norberg@umu.se
  5. 5. • Schools are in general viewed as important social institutions, and education in particular is viewed as “a primary means of facilitating the harmonious development of a diverse society” (Lumby & Heystek, 2011) katarina.norberg@umu.se
  6. 6. The complex of problems • Swedishness is the starting point for norms, ideals or goals for remedial measures and teaching • Social class, gender and ethnicity matters when it comes to students’ outcomes katarina.norberg@umu.se
  7. 7. Monocultural Intercultural • Assimilation and compensation • Diversity is the point of departure for development • Interaction, relationships, negotiations and respect • OECD: Intercultural education is an important factor for students’ success katarina.norberg@umu.se
  8. 8. Social–Systems Model for Schools Output Achievement Job satisfaction Absenteism Dropout rate Overall quality Transformation process Structural System Cultural system (Shared norms and values) Political system (Power relations) Individual System (Cognition and motivation) Förutsättning arInputs Environmental constraints Human capital and resources Mission and board policy Materials and methods Equipment Hoy & Miskel, 2012) Feedback loop - Discrepancy between actual and expected performance Teaching and learning katarina.norberg@umu.se
  9. 9. Structure that supports teaching and learning • Structured meetings • Language support • Screening newly arrived students’ competences and experiences • Intercultural education included in quality assurance work • Routines for analysis and evaluation of results • Fora for increased and improved interaction with parents. katarina.norberg@umu.se
  10. 10. Culture system • A culture that promotes students’ learning • From we/them to us • From deficit perspective to critical analysis of teaching katarina.norberg@umu.se
  11. 11. Power relations • The importance of analyzing and challenge prevailing norms to discover power relations with negative consequences for learning katarina.norberg@umu.se Gender/gender identity Disabilities Social belonging Age Ethnicity Faith Religion Norms
  12. 12. Individuals • Intercultural competences at all levels katarina.norberg@umu.se
  13. 13. To conclude • The school has a democratic mission • The school’s task is to adapt and develop optimally supportive structures and culture. • Walk the diversity walk • To defend children’s and students’ rights is a significant task for all school personnel katarina.norberg@umu.se
  14. 14. Thank you for listening katarina.norberg@umu.se
  15. 15. Some references • Anderson, A, Hamilton R., Moore, D., Loewen, D. and Frater Mathiesson, K. (2004), “Education of refugee children. Theoretical perspectives and best practice”, in Hamilton, R. and Moore, D. (Eds), Educational Interventions for Refugee Children. Theoretical perspectives and implementing best practice, London, Routledge Falmer, pp. 1-11. • Axelsson, A and Nilsson, J. (2013), “’Welcome to Sweden…: Newly Arrived Students’ Experiences of Pedagogical and Social Provision in Introductory and Regular Classes”, International Electronic Journal of Elementary Education, Vol. 6 No 1, Pp. 137-164. • Bouakaz, L. (2007), Parental involvement in school. What hinders and what promotes parental involvement in an urban school, Malmö, Malmö University. • Day, C. and Leithwood, K. (2007), Successful principal leadership in times of change. An international perspective, Dordrecht, Springer. • Day, C. (2005). Principal who sustain success: Making a difference in schools in challenging circumstances. International Journal of Leadership in Education, 8(4), 273-290. • Gunter, H. M. (2006). Educational leadership and the challenge of diversity. Educational Management Administration & Leadership, 34(2), 257-268. • Hamilton, R. (2004), ”Schools, teachers and education of refugee children”, in Hamilton, R. and Moore, D. (Eds), Educational Interventions for Refugee Children. Theoretical perspectives and implementing best practice, London, Routledge Falmer, pp. 83-96. • Hoy, W. K., & Miskel, C. G. (2012). Educational Administration. Theory, Research and Practice (9 Rev ed.). New York: McGraw Hill. • Lumby, J. and Heystek, J. (2011). “Leadership identity in ethnically diverse schools in South Africa and England”, Educational Management Administration & Leadership, Vol. 40 No. 1, pp. 4-20. • OECD. (2016), Immigrant students at School. Easing the journey towards integration. OECD Publishing. http://dx.doi.org/10.1787/9789264249509. • katarina.norberg@umu.se
  16. 16. Presentation given at International conference Integration Challenges in a Radicalising World 29 – 30 November 2016 in Tallinn, Estonia For more conference materials and presentations please visit www.misakonverents.ee

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