Special needs education and ethnic diversity in Norway

Pihl, Joron

doi:10.1080/15017410209510780

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…Finally, our analyses have not revealed significant differences between the way race is recognised and treated in educational ethnography in the four Nordic countries we have considered. 4 Some of these tendencies have also been suggested previously in the region in relation to special education (Pihl 2002) and in other subject areas than education, such as sociology, social-anthropology and cultural-studies. One example of the latter kind is Andersson's (2003) analysis.…”

Section: Discussionmentioning

confidence: 77%

“…Using Leonardo's arguments, race and ethnicity thus became subordinate concepts in the analysis. This is also true in Scandinavian policy according to, for instance, Dahlstedt andTesfahuney (2009) andPihl (2002), where the displacement is usually even clearer (Andersson 2003;Mö ller 2010;Pihl 2002).…”

Section: Scandinavian Educational Ethnography In Relation To Race Andmentioning

confidence: 71%

“…As Tesfahuney has suggested (1999), ethnicity is a product of a social and historical context with significantly asymmetrical power relations between people of race and colour (Gilroy 2004). By often being policy related, a political agenda may be oversteering research in the region away from considering these things (Andersson 2003;Pihl 2002).…”

Section: Scandinavian Educational Ethnography In Relation To Race Andmentioning

confidence: 99%

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Ethnographic investigations of issues of race in Scandinavian education research

Beach

Lunneblad

2011

Ethnography and Education

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In this article we aim to present an overview of some of the ways in which issues of race and ethnicity are represented and researched in educational ethnography in Scandinavia. Several things are suggested. Amongst them is that educational ethnographers in Scandinavia rarely use the concept of race. The term (im)migrant(s) is used instead and the relationships in education between Scandinavians and (im)migrants and between educational results and (im)migrant culture and/or languages are often in focus. Integration has also been an issue. History may give an indication as to how this may have become so. Research on immigrants, immigration and integration has been promoted in national policies and these policies highlight language, culture and diversity but for historical and political reasons they often avoid ethnicity and ignore race and colour altogether. Moreover, when ethnicity is used it seems to be used more as an ontological marker than as an epistemological concept. This has repercussions we suggest for understanding the politics of race and ethnicity relations in relation to education.

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Section: Discussionmentioning

confidence: 77%

Section: Scandinavian Educational Ethnography In Relation To Race Andmentioning

confidence: 71%

Section: Scandinavian Educational Ethnography In Relation To Race Andmentioning

confidence: 99%

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Ethnographic investigations of issues of race in Scandinavian education research

Beach

Lunneblad

2011

Ethnography and Education

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“…Many studies have noted that host language learning is typically prioritized in teaching NAMLPs [8,33,[52][53][54][55][56]. According to Rosnes and Rossland [57], 'in Norway, the issue of diversity in education often focuses on second language learning and mother tongue teaching' (p. 274).…”

Section: Prioritizing Teacher Wellbeing: a Prerequisite For Effective...mentioning

confidence: 99%

The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils

Norozi

Ness

2023

Education Sciences

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The influx of immigrants has led to increased cultural and ethnic diversity in classrooms, presenting unique challenges for teachers who work with pupils with varying linguistic, social, and cultural backgrounds. This paper examines the impact of these challenges on the wellbeing of teachers who work with newly arrived immigrant pupils. It is argued that a lack of knowledge and skills in this area can be educationally, socially, and psychologically demanding for teachers, negatively affecting their wellbeing. Teachers’ wellbeing can be influenced by two main factors: personal and internal factors such as perceptions and ideology and contextual and external factors such as workload, low student motivation, lack of support, conflict with colleagues, and role ambiguity. Despite the importance of teacher wellbeing, it has received less attention than pupils’ wellbeing. Using an ethnographic study that collected data over a school year in two phases, this paper investigates the perceptions and self-constructed pedagogies of the teacher working with newly arrived immigrant pupils. Findings reveal that the teacher’s emphasis on her wellbeing, as well as her pupils’ wellbeing, emerged as the center of her self-constructed approaches. We posit that ‘diversity-related teacher wellbeing’ is crucial in wellbeing pedagogy, given that diversity is one of the main elements in reception classes. For the successful education of newly arrived immigrant pupils, the wellbeing of teachers who work with this group should be prioritized. This paper contributes to the field of wellbeing education by highlighting the importance of teacher wellbeing as a part of wellbeing pedagogy for newcomer pupils. Improving teacher wellbeing may have a positive effect on the wellbeing of newly arrived immigrant pupils, creating a win-win situation. The paper concludes with suggestions for professional support and directions for future research.

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“…One of the reasons is, as Rosnes and Rossland (2018) state, "In Norway, the issue of diversity in education often focuses on second language learning and mother tongue teaching" (p. 274). Many have pointed out that host language learning is often prioritized (Phil, 2002;Øzerk, 2013;Dewilde and Kulbrandstad, 2016;Chinga-Ramirez, 2017;Hilt, 2017;Beiler, 2019;Burner and Carlsen, 2019). Holistic education for newcomer students includes more than language and subject content learning.…”

Section: Introductionmentioning

confidence: 99%

The important building blocks of newcomer immigrant students’ education in the Norwegian context

Norozi

2023

Front. Educ.

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The education of immigrant students, particularly newcomers, must be considered from a holistic framework. The conceptual article aims to highlight other important aspects of newcomers’ education, in addition to language and subject content learning. The three overlooked yet most important components of holistic education for newcomers are the following: (1) well-being pedagogy, (2) positive and comprehensive collaboration with newcomer parents, and (3) teachers’ positive ideology of newcomers and their families. This article begins with a brief presentation of the issue in newcomers’ education demonstrating an emphasis on some important yet overlooked elements in newcomer education. Consequently, in Norway, despite educational efforts aimed at supporting immigrant students, they continue to perform poorly compared with ethnic Norwegian students. Then, the paper defines what well-being pedagogy is and why well-being should be included in the comprehensive and successful schooling of newcomers. Here, well-being pedagogy is not limited to newcomer students’ well-being; rather, it includes teachers (who work with newcomers) and newcomer parents’ well-being. The why and how of comprehensive and successful collaboration with newcomer parents is discussed as a second important component. The third building block is teachers’ positive ideology of newcomers and their parents. The paper establishes that the positive ideology and perceptions of newcomer students and their families are the core of the holistic education of immigrant students. This paper contributes to knowledge development for the education of newly arrived immigrant students by engaging in a discussion that can foster teacher motivation and commitment, resulting in greater support for newcomer students. Second, even though this paper is framed in the context of Norwegian society, the aim is to inspire the international community of educators and researchers committed to an equitable learning environment for immigrant students to consider the topic for further exploration. The article concludes with teachers’ practice recommendations for schools and some directions for future research.

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Special needs education and ethnic diversity in Norway

Cited by 6 publications

References 3 publications

Ethnographic investigations of issues of race in Scandinavian education research

Ethnographic investigations of issues of race in Scandinavian education research

The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils

The important building blocks of newcomer immigrant students’ education in the Norwegian context

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